Mar 04, 2024 March 4, 2024 Board Meeting - 7:00 p.m.

[A. Regular Board Meeting - 7:00 p.m.]

[B. Opening Items]

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TO CALL THE MEETING TO ORDER ON MARCH 4TH, 7:01 P.M. THE BOARD VALUES PUBLIC PARTICIPATION AND ENGAGEMENT .

BOARD MEETINGS WILL CONTINUE TO BE LIVE STREAMED ON THE LWSD WEBSITE FOLLOWING THE CONCLUSION OF OUR MEETING.

YOU MAY EMAIL ANY OF OUR BOARD MEMBERS. TONIGHT, WE WILL START WITH OUR LATE ABOLISHMENT, WHICH OUR STUDENT REPRESENTATIVES, SHIRA, WILL BE READING THIS EVENING.

>> THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT ACKNOWLEDGE THAT OUR DISTRICT IS ON THE INDIGENOUS LAND OF THE -- PEOPLE WHO RESERVE TREATY RIGHTS ON THIS LAND, INCLUDING THE -- TRIBES. WE THINK THESE CARETAKERS OF THESE LANDS WHO OF LIVED HERE SINCE TIME IMMEMORIAL. WE CONTINUE TO COLLABORATE WITH OUR NATIVE COMMUNITY TO TEACH THE INDIGENOUS HISTORY OF THIS LAND IN THESE LOCAL TRIBES TO ALL CHILDREN OF THE DISTRICT. WE ALSO COMMIT TO COMBINE THE BEST POSSIBLE EDUCATION FOR ALL STUDENTS OF NATIVE DISSENT WHO

ATTEND OUR SCHOOLS. >> THANK YOU, SHIRA. I WILL NOW TAKE A MOTION TO APPROVE THE MARCH 4TH, 2024 AGENDA ?

>> SO MOVED. >> IT HAS BEEN MOVED BY DIRECTOR STUART AND SECONDED BY MEMBER GUTHRIE. ALL THOSE IN

[C. Recognitions]

FAVOR? >> AYE.

>> AYE. >> AYE.

>> ALL THE SUPPOSED? I AM HEARING NONE. THE FIRST ITEM THIS EVENING IS RECOGNITION TO THE NATIONAL BOARD CERTIFIED

TEACHERS. >> I WOULD LIKE TO WELCOME DIRECTOR EMILY ONTO THE PODIUM THIS EVENING TO SHARE OUR RECIPIENTS THIS EVENING.

ME NOW? GREAT. THANK YOU. I AM EMILY YOUNG, DIRECTOR OF PROFESSIONAL LEARNING , AND I WOULD LIKE TO START BY THANKING OUR SCHOOL BOARD TO HONOR THIS YEAR'S NATIONAL BOARD CERTIFIED TEACHERS HERE IN THE WASHINGTON SCHOOL DISTRICT. I WOULD ALSO LIKE TO THANK LW EA FOR THEIR SUPPORT AND PARTNERSHIP. THEY GRACIOUSLY DONATED SNACKS AND TREATS FOR OUR MEMBERS TODAY. AND, I WOULD ALSO LIKE TO THANK ALL MEMBERS OF OUR AUDIENCE FOR BEING HERE, AND HELPING US TO CELEBRATE THIS WONDERFUL ACCOMPLISHMENT OF OUR TEACHERS.

THE NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS WAS CREATED IN 1987 , AND IS WILDLY CONSIDERED TO BE THE MOST RESPECTED PROFESSIONAL CERTIFICATION FOR TEACHERS.

CERTIFICATION IS A ONE TO FIVE YEAR PROCESS, AND IT'S A COMMITMENT TO TEACHING. EACH TEACHER WHO HAS EMBARKED ON THIS PROCESS HAS WORKED TO UPHOLD THE HIGHEST STANDARDS OF TEACHING EXCELLENCE. THEY DEMONSTRATED AN UNWAVERING COMMITMENT TO THEIR CRAFT , EMBRACING THE CHALLENGES OF RIGOROUS SELF-ASSESSMENT , AS WELL AS WATCHING THE SOULS OF VIDEOTAPE, WHICH IS VERY CHALLENGING , AND THEY HAVE ENGAGED IN DEEP, PROFESSIONAL DEVELOPMENT. THIS VOLUNTARY CERTIFICATION PROCESS IS ARDUOUS, AND EMPHASIZES REFLECTION, PROFESSIONAL GROWTH , AND A DEEP COMMITMENT TO STUDENT LEARNING. TODAY, IN MEETING WITH SOME OF THE TEACHERS THAT HAVE ACHIEVED THIS, I WAS ABLE TO ASK SOME OF THEM WHAT THEY THOUGHT REPRESENTED THE PROCESS , AND OUR TEACHERS HERE TODAY HOLD CHALLENGING, COMPLEX, BUT ALSO VALIDATING , ACHIEVABLE, REWARDING , REFLECTIVE, HELPFUL PRACTICES. SYSTEMICALLY, THE STANDARDS FOR NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS WORK TO ASSESS KNOWLEDGE OF CONTENT, THE ABILITY TO ANALYZE STUDENT STRENGTHS AND NEEDS, AND DIFFERENTIATE ACCORDINGLY , AS WELL AS VIDEOS OF CLASSROOM INSTRUCTION AND VIDEOS OF COLLABORATION BETWEEN TEACHERS AND WITH STUDENTS. LAKE WASHINGTON SCHOOL DISTRICT HAS SUPPORTED TEACHERS COMPLETING NATIONAL BOARD CERTIFICATION FOR THE PAST 20 YEARS , AND

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THIS YEAR, WE ARE THRILLED TO RECOGNIZE 15 TEACHERS WHO HAVE RECEIVED NATIONAL CERTIFICATION FOR THE FIRST TIME, WHICH IS AN AMAZING ACHIEVEMENT , AS WELL AS 39 TEACHERS WHO WILL BE PROCESSED TO MAINTAIN CERTIFICATION. IT IS MY GREAT PLEASURE TO INTRODUCE OUR NATIONAL BOARD SUPPORT PROGRAM FACILITATOR , JULIA. THANK YOU . SHE WILL HELP INTRODUCE SOME OF THE TEACHERS WE ARE HONORED TO CELEBRATE HERE TODAY. I WILL WELCOME HER APPEAR TO HELP THAT

START THAT OFF. >> GOOD EVENING, EVERYONE. I AM SO PROUD OF OUR NEWEST NATIONAL BOARD CERTIFIED TEACHERS. ALL NATIONAL BOARD CERTIFIED TEACHERS, MYSELF INCLUDED, KNOW HOW RIGOROUS AND DIFFICULT THAT PROCESS IS, AND THIS IS A HUGE ACCOMPLISHMENT FOR THEM. WE WILL ASK YOU TO COME ON UP SEE YOU CAN RECEIVE A CERTIFICATE , AND THEN PLEASE STAY UP HERE, BECAUSE WE WILL TAKE A PICTURE . WE WILL DO ALL OF OUR NEWLY CERTIFIED TEACHERS FIRST , AND THEN OUR MAINTENANCE OF CERTIFICATION TEACHERS. SO OUR FIRST IS NATASHANAG , CERTIFYING FOR EARLY CHILDHOOD. KATIEKES, , CERTIFYING EARLY CHILDHOOD.

CASEYLIVAN , CERTIFYING IN ADULTHOOD.

-- SORRY, BONNIE. OKAY THEN. ARE THERE ANY OTHER NEWLY CERTIFIED BOARD MEMBERS? YES, OKAY. SORRY ABOUT THAT. OKAY.

EMMA÷ ALBERTSON, WHO IS A GENERALIST, MIDDLE CHILDHOOD.

MONIQUE ÷CELESTE, A GENERALIST, MIDDLE CHILDHOOD.

SHARON÷ CURRY, FOR MATHEMATICS AND ADOLESCENT ADULT CHILDHOOD. JENNIFER÷ DANIELSON, EARLY CHILDHOOD. BENJAMIN÷ HART, ADOLESCENTS AND YOUNG CHILDHOOD. ANNELISE÷ MATHRE,

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MEGAN÷ WIENEN, FOR LITERACY AND LANGUAGE ARTS, EARLY CHILDHOOD. DESIREE÷ WOODRUFF, FOR ENGLISH AS A NEW LANGUAGE, EARLY AND MIDDLE CHILDHOOD. ARE THERE ANY MOC'S THAT I MIGHT HAVE MISSED? OKAY. WE WILL TAKE A PICTURE.

CONGRATULATIONS TO ALL THOSE TEACHERS. THE NEXT ITEM ON OUR AGENDA THIS EVENING IS THE RECOGNITION FOR EDUCATION SUPPORT PROFESSIONALS WEEK ON MARCH 25TH , WHICH MEMBER

YOCUM WILL BE READING FOR US. >> WEARS EDUCATION SUPPORT PROFESSIONALS ARE INVOLVED IN NEARLY EVERY ASPECT OF EDUCATION , INCLUDING MAINTAINING SECRETARIAL ASSISTANCE, PREPARING AND SERVING MEALS , PROVIDING SAFE TRANSPORTATION, KEEPING SCHOOL FACILITIES CLEAN AND ORDERLY , ASSISTING IN THE CLASSROOM, PROVIDING A SECURE AND HEALTHY ENVIRONMENT, AND MANY OTHER SPECIALIZED SOURCES , AND WHEREAS EDUCATION SUPPORT PROFESSIONALS ARE INSTRUMENTAL IN FILLING THE STATES RESPONSIBILITY TO EDUCATE ALL STUDENTS , AND WHEREAS THESE EDUCATED INDIVIDUALS DESERVE RECOGNITION AND THANKS FOR THEIR OUTSTANDING WORK THAT THEY ARE DOING FOR THE STUDENTS ENROLLED IN THE WASHINGTON SCHOOL DISTRICT. AND WHEREAS BY SUPPORTING THE LEARNING ENVIRONMENT, EDUCATION SUPPORT PROFESSIONALS ART CRUCIAL PARTNERS WITH TEACHERS, PARENTS, ADMINISTRATORS, AND SCHOOL BOARDS IN PUBLIC SCHOOLS, WHEREAS THERE ARE APPROXIMATELY 1500 CLASSIFIED SCHOOL EMPLOYEES WORKING WITH AND HELPING CHILDREN IN LAKE WASHINGTON SCHOOL DISTRICT.

THEREFORE, THE BOARD OF DIRECTORS DO HEREBY PROCLAIM MARCH 11TH THROUGH THE 15TH, 2024, AS EDUCATION SUPPORT PROFESSIONALS IN THE LAKE WASHINGTON SCHOOL DISTRICT.

>> THANK YOU. IN OUR FINAL RECOGNITION FOR THIS EVENING IS GOING TO BE THE SOCIAL EMOTIONAL LEARNING DAY ON

MARCH 8TH, 2024. >> I WILL READ ALOUD THE PROCLAMATION. WHEREAS SOCIAL EMOTIONAL LEARNING IS BROADLY UNDERSTOOD AS A PROCESS WHERE INDIVIDUALS BUILD AWARENESS FOR MANAGING EMOTIONS, AND ESTABLISHING RELATIONSHIPS , AND MAKING RESPONSIBLE DECISIONS THAT SUPPORT SUCCESS AND IN LIFE , WHEN WE THINK OF EDUCATING THE WHOLE CHILD, THEIR SOCIAL AND EMOTIONAL DEVELOPMENT MUST BE CONSIDERED AS PART OF OVERALL INSTRUCTION. WHEREAS EMERGING EVIDENCE SUGGESTS A SIGNIFICANT NUMBER OF YOUNG PEOPLE IN WASHINGTON AND ACROSS THE UNITED STATES ARE EXPERIENCING INCREASES IN MENTAL HEALTH, SUBSTANCE USE, ADVERSE BEHAVIORS -- I'M SORRY, INCREASES IN MENTAL ILLNESS . WHEREAS SOCIAL EMOTIONAL SKILLS CAN BE TAUGHT AND DEVELOPED THROUGH CHILDHOOD AND ADOLESCENCE AND INTO ADULTHOOD , AND CAN CREATE PROTECTIVE FACTORS THAT MITIGATE ADVERSITY , AND WHEREAS SOCIAL EMOTIONAL SKILLS ARE NECESSARY FOR STUDENTS WITHIN OUR STUDENTS WITHIN OUR SCHOOLS, HOMES, AND COMMUNITIES, AND IT SHOWS THAT SOCIAL EMOTIONAL LEARNING IMPACTS COLLEGE, WORK SUCCESS, AND REDUCES RISK IS RISKY BEHAVIOR . SOCIAL EMOTIONAL LEARNING HELP SO STUDENTS LIEN PRODUCTIVE LIVES AND BE GREAT RESIDENCE. WERE SOCIAL

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WASHINGTON. >> THANK YOU. THE NEXT ITEM ON

[D. Audience Participation]

COLOMB. >> GOOD EVENING. I AM A PSA LEADER IN THE WASHINGTON SCHOOL DISTRICT. I'M HERE TODAY TO SHARE MY FRUSTRATION, AS THE FIRST REGION OF THE MANY FAMILIES IN THE COMMUNITY, TO PROVIDE AN INCLUSIVE EDUCATIONAL ENVIRONMENT IN OUR SCHOOLS. THEY HAVE LAUNCHED A PROGRAM WITH NO PLAN. NO PLAN TO PROVIDE SCHOOLS WITH THE SUPPORT THEY NEED, NO PLAN TWO TRANSITION FROM PRIMARY TO SECONDARY SCHOOLS, NO PLAN TO ADDRESS THE DAMAGE DONE BY SYSTEMS AND STAFF UNREADY OR UNTRAINED TO DO THIS WORK. MY CHILDREN ATTEND HELEN KELLER ENTRY, WHICH IS PREVIOUSLY A SCHOOL WITH A THRIVING LEARNING CENTER. HELEN KELLER VISIBLE FIGHT INCLUSION IN OUR ENTIRE COMMUNITIES. OUR STUDENTS IN BOTH GENNETT AND SPECIAL ED WERE ABLE TO DEVELOP SOCIAL SKILLS, EMPATHY, AND COMPASSION TO SERVE STUDENTS FOR THEIR ENTIRE LIVES. THE DISTRICT FIRST ANNOUNCED THEIR PLANS TO LAMINATE THE LEARNING CENTER MODEL AND INVITE STUDENTS TO RETURN TO THE NEIGHBORHOOD SCHOOLS, I WAS EXCITED. I SAW FIRSTHAND THE VALUE INCLUSION PROVIDED FOR ALL STUDENTS , AND TO SEE THE SKILLS DEVELOPED THROUGHOUT ALL DISTRICT SCHOOLS WHEN IT GIVES EDUCATION FOR ALL. WE NEED THE STAFFING TO JINX AND ABSENT OF BELOVED FRIENDS WOULD HAVE AN IMPACT ON ALL OF OUR STUDENTS. I CAME TO UNDERSTAND THAT OTHERS ARE PREPARING FOR SOMETHING CHALLENGING, COMPLETELY UNKNOWN. OTHER SCHOOLS DID NOT KNOW WHAT TO EXPECT WHEN WELCOMING SPECIAL EDUCATION STUDENTS INTO THE COMMUNITY.

THEY DO NOT KNOW WHAT HE CHILD LOOKED LIKE WHEN THEY WERE JUST REGULATED . STUDENTS WHO ARE UNABLE TO COMMUNICATE VERBALLY , UNABLE TO SELF ADVOCATE, UNABLE TO ASK FOR HELP IN THE SAME WAY THAT EDUCATING STUDENTS CAN WITHOUT TRAINED STAFF. WITHOUT DEEP UNDERSTANDING OR AT LEAST A DEEP SENSE OF CURIOSITY, TRAIN STAFF OVERLOOKED WHAT INTENDED COMMUNICATION LOOK LIKE. I OBSERVED PARENTS AND STAFF ASKING FOR SUPPORT, TRAINING, CONNECTION, AND GUIDANCE . FOR MANY SCHOOLS, THE SUPPORT NEVER CAME. STUDENTS HAVE AN IEP HAS CONSISTENT PEER EDUCATION SUPPORT. INSTEAD, THEY HAVE UNFAMILIAR SUBSTITUTES TO SUPPORT SUBS ACADEMIC AND SOCIAL NEEDS. WE BEGIN TO SEE AN IMPACT ON OUR SPECIAL EDUCATION STUDENTS DURING THE 2020 THROUGH 23 YEAR. A STUDENT ALMOST ENJOYED SPENDING 70% OF THE DAY WITH PEERS . IT WAS ADEQUATELY IMPLEMENT IT, SHE WAS UNABLE TO INTERACT

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>> YOUR TIME IS UP. >> IS AN INTEREST IN THE APPEARANCE OF INCLUSION, DIVERSITY, AND EQUITY. PARENTS KNOW THERE IS NO SUBSTANCE, AND OPPOSITION TO -- I WILL LEAVE THIS TO THE BOARD TO DETERMINE.

>> THANK YOU. OUR NEXT SPEAKER IS LYNNEA HUTTON. JUST A REMINDER, YOU HAVE THREE MINUTES, AND THAT STOPLIGHT

WILL HELP YOU. >> PERFECT, THANK YOU. HELLO.

I AM A CURRENT 10TH GRADE STUDENT AT LAUREN HIGH SCHOOL.

I'M COMING TO YOU ABOUT THE CURRENT REQUIREMENTS TO GET A 504 PLAN AT THE SCHOOLS. THE CURRENT REQUIREMENTS ARE AS FOLLOWS. ONE, DOES THE STUDENT HAVE A PHYSICAL OR MENTAL IMPAIRMENT? NUMBER TWO, IF THE PHYSICAL IMPAIRMENT AFFECTS ONE OR MORE MAJOR LIFE ACTIVITY ? NUMBER THREE, IT'S IF THE PHYSICAL IMPAIRMENT SUBSTANTIALLY LIMITS ONE OR MORE MAJOR LIFE ACTIVITY. AFTER ASKING THE SCHOOL PSYCHIATRIST IN REVIEWING THE DOCUMENT ABOUT THE THIRD RULE THAT STATES THAT AN IMPAIRMENT MUST SUBSTANTIALLY LIMIT LIFE ACTIVITY IS , I LEARNED THAT THIS IS BASED ON A VARIETY OF FACTORS. MOST OF WHICH WERE DETERMINING HOW THE STUDENTS GRADES WERE, HOW THEY DID ON STANDARDIZED TESTINGS, AND NOTES FROM THEIR TEACHERS. AS MUCH AS THESE FACTORS CAN DETERMINE THE SURFACE LEVEL OF HOW STUDENTS COULD BE AFFECTED BY THE DISABILITY, THEY FAILED TO ACCURATELY DETERMINE HOW A STUDENT DISABILITY CAN IMPACT THEM. THIS RULE RELIES ON DATA FROM GRADES AND TEACHERS THAT DON'T TAKE INTO ACCOUNT THE STRUGGLES THAT A STUDENT WITH A DISABILITY FACES IN ORDER TO GET THAT GRADE, AND RELY ON THE IDEA THAT THE STUDENT SUCCESS IN SCHOOL IS NOT ELIGIBLE FOR A 504 PLAN. IT ONLY ACCOUNTS FOR WHAT THE TEACHERS SEE, A STUDENT'S GRADE, AND TEST TAKING. AND MEASURES OUTCOMES RATHER THAN THE PROCESS OF TAXING EFFORT AND EFFICACY OF A SUCCESSFUL STUDENT WITH DISABILITIES MUST FACE. THEREFORE, A STUDENT WHO IS ABLE TO MANAGE THEIR GRADES BUT MUST WORK HARDER IN ORDER TO KEEP A BOWL BE UNABLE TO GET THE ACCOMMODATIONS THEY NEED.

I AM SO PROPOSE TO REMOVE THE REQUIREMENT THAT THE DISABILITY THAT MUST SUBSTANTIALLY LIMIT A STUDENT'S LIFE, AND RELY ON THE OTHER TWO REQUIREMENTS THAT A STUDENT MUST HAVE A DIAGNOSED DISABILITY, AND THE RECOMMENDATIONS FROM PROFESSIONALS, AND THAT IT MUST IMPACT MAJOR LIFE ACTIVITIES, BUT NOT SUBSTANTIALLY LIMIT IN ORDER TO ALLOW ALL STUDENTS WHO NEED AN ACCOMMODATION TO GET A 504 PLAN. THANK YOU.

>> THANK YOU. OUR NEXT PUBLIC COMMENT IS SOFIA OSMANBHOY.

SOFIA? OKAY. NEXT WILL BE MICHAEL DAVIS.

>> I DON'T HAVE A SCRIPT, SO I WILL JUST TALK TO YOU GUYS.

YOU GUYS HAVE KIDS? I DON'T. IMAGINE THIS. YOU TAKE YOUR KID TO SCHOOL, WHAT YOU WANT THEM TO LEARN? ENGLISH, MATH, SCIENCE, AS WELL AS PHYSICAL EDUCATION, AND HEALTH. WITH PHYSICAL EDUCATION AND HEALTH, AND PE SPECIFICALLY, IT IS NOT BEING TAUGHT PROPERLY AT ALL. I INTERVIEWED SOME STUDENTS, I TALKED TO SOME TEACHERS, SOME PARENTS , AS WELL AS MY OWN EXPERIENCES. OUR NUMBER ONE TIME , PE IS SUPPOSED TO TEACH YOU PHYSICAL EDUCATION. IT SUPPOSED TO HELP YOU UNDERSTAND CERTAIN EXERCISES. UNDERSTAND HOW YOU CAN IMPROVE YOUR GENERAL WELL-BEING. I WAS ALLOWED TO SIT TO THE SIDE AND WALK AROUND, SCROLL ON MY PHONE , AND THAT IS NOT HOW IT SHOULD BE AT ALL. I DON'T KNOW IF IT IS LIKE THAT FOR EVERY SCHOOL.

I WENT TO WENETA HIGH SCHOOL. THAT IS HOW IT IS FOR ME. I AM NOT TRYING TO SWITCH ON ANY TEACHERS. BUT I FEEL LIKE IT SHOULD BE IMPROVED, REALLY. I DON'T KNOW IF THEY CAN HELP

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I DON'T KNOW IF IT IS A LACK OF ENFORCEMENT, I DON'T KNOW IF THE STUDENTS ARE JUST NOT REALLY INTO IT, BUT I DO FEEL LIKE SOME ENFORCEMENT MAY BE INCREASING THE PAY OF THE GYM TEACHERS , AND THAT WOULD MOTIVATE THEM TO TEACH KIDS MORE ABOUT THAT RATHER THAN JUST SENDING THEM OFF TO DO THEIR OWN THING. SOME OF THE INTERVIEWEES , I DISCUSSED SOME GENERAL QUESTIONS ABOUT HOW PE WAS FOR THEM , AND THEY ALL SHARED A MUTUAL CONSENSUS THAT IT WAS BORING. SORRY, THE TEACHERS DID NOT REALLY TEACH ANYTHING , THEY JUST THREW THEM INTO THE GYMNASIUM TO WALK AROUND , MAYBE PLAY SOME TENNIS, AND IT'S NOT ACTUAL EDUCATION. I FEEL LIKE IT SHOULD BE EDUCATION . LIFELONG SKILLS, INCREASES YOUR GENERAL WELL-BEING, PHYSICAL EDUCATION AND HEALTH , AND IT IS IS NOT

DOING THAT. SO, YEAH. >> THANK YOU. OUR NEXT SPEAKER IS KOBEY SAGE CHEW. HELLO, CAN EVERYONE HEAR ME? I GUESS YOU CAN, I CAN HEAR MYSELF. I WENT TO LWSD SCHOOLS, AND THEN GRADUATED FROM THE UNIVERSITY OF WASHINGTON. I WAS A MEMBER OF THE KIRKLAND YOUTH COUNCIL, AND ON OCCASION, I ACTUALLY SAT IN SOME MEETINGS. SO, I AM VERY FAMILIAR WITH GOING TO THE PROCESS OF BEING A STUDENT, BUT I CAME TONIGHT TO SAY THAT I WAS A BIT DISAPPOINTED IN SOME RECENT ACTIONS BY DIRECTOR STUART, WHEN SHE WAS CENTERED AND REMOVED FROM THIS COMMITTEE LAST MEETING. WHEN I SAW THE MULTIPAGE INVESTIGATION ABOUT IT INDIVIDUALLY INVESTIGATED DIRECTOR STUART, AND MAYBE LOSE SOME CONFIDENCE IN THE LEADERSHIP HERE , AND THAT REALLY HURT ME. AS SOMEONE WHO HAS BEEN SO INVOLVED , AND IS THE QUALITY OF TALENT OF OUR TEACHERS , IN OUR STAFF, YOU KNOW, WHEN I LOOK INTO THE FUTURE AND I SEE A PALLET WITH A LEVY ON IT, WHEN THAT HIS FINGERPRINT IS GOING TO BE ON THAT POLICY, IT MAKES ME GO TO THE FUTURE OF THIS DISTRICT.

FOR ANY OF YOU IN THE AUDIENCE, YOU CAN GO AND LOOK THIS UP. IT IS ON THE AGENDA, I BELIEVE, IN THE MEETING MINUTES FOR LAST MEETING. I DO NOT KNOW IF THE MEETINGS ARE LIVE -- I DO NOT HAVE THE MEETING MINUTES ARE LIVE YET, BUT I WANTED TO COME IN RESPECTIVELY ASK DIRECTOR STUART TO RESIGN FOR THE UNTRUTHFUL STATEMENTS THAT HE MADE TO HIS FELLOW BOARD MEMBERS, AS WELL AS HIS APPEARANCE THROUGHOUT THE DISTRICT. AND USE THE POWER OF THE PODIUM TO EXPRESS THE DISCONTENT. WHEN YOU LOOK AT THE QUALITY OF LEADERSHIP , CLEARLY, YOU OTHER BOARD MEMBERS CANNOT SIMPLY REMOVE HIM FROM THE BOARD, AND YOU CENSURED HIM. REMOVED HIM FROM THE COMMITTEES, AS YOU HAVE THE LEGAL POWER TO DO. BUT MARK, I KNOW YOU ARE NOT NECESSARILY A BAD PERSON, BUT I WAS VERY DISAPPOINTED IN THAT BEHAVIOR. CLEARLY THE OTHER BOARD MEMBERS WERE AS WELL , AND, YOU KNOW, AS WELL INTENDED AS HE MAY BE, WITH THE SORT OF CONDUCT THAT WAS DESCRIBED IN THE REPORT IS FRANKLY UNBECOMING OF SOMEONE WHO SHOULD BE HOLDING PUBLIC OFFICE. SO, YOU SHOULD NO LONGER BE A PUBLIC OFFICIAL, AND HOPE YOU RESIGN. THANK YOU.

>> THANK YOU. OUR NEXT PUBLIC COMMENT IS FROM CATHEY

HETTINGER. >> GOOD EVENING, ESTEEMED MEMBERS OF THE BOARD. I AM A PROUD PARENT OF TWO SONS IN THE WASHINGTON SCHOOL DISTRICT. I AM ALSO THE TEAM MANAGER OF THE WASHINGTON LACROSSE BOYS TEAM. TODAY, I STAND BEFORE YOU TO SHED LIGHT ON THE EXHILARATING WORLD OF LACROSSE, AND PROPOSE AN IMPORTANT CONSIDERATION. THE INCLUSION OF LACROSSE AS A SCHOOL SPORT IN THE DISTRICT. LACROSSE, A SPORT WITH DEEP, HISTORICAL ROOTS AMONG THE TRIBE, HAVE UNDERGONE A REMARKABLE JOURNEY WITHIN THE COMMUNITY SINCE THERE INTRODUCTION HERE IN 1993. LACROSSE QUICKLY GAINED TRACTION, GAINING TO THE VARIOUS CLUBS AS A SEARCH. OVER TIME, GIRLS ACROSS EMERGED AS A FORCE IN ITS OWN RIGHT, CONTRIBUTED TO THE VIBRANT SPORTING LANDSCAPE WE WITNESS TODAY. UNDER THE GUIDANCE OF THE BOYS LACROSSE ASSOCIATION, AS CLUBS GROW WITH INCREASING POPULARITY, WE MUST ADHERE TO LEAGUE RULES THAT HAVE TRANSITIONING TO A NEW HIGH SCHOOL PROGRAM UPON REACHING CERTAIN CAPACITY THRESHOLD. IN 2003, -- ESTABLISHED THEIR ACROSS CLUBS, BUT WORKING A

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THE 2024 SEASON, THERE ARE 113 BOYS AND 167 GIRLS PARTICIPATING ACROSS SIX LACROSSE CLUBS, AND EACH PLAYER PAYS THE REGISTRATION FEE ANYWHERE FROM 600 TO $1000.00 FOR THE SEASON. IT'S ESSENTIAL TO NOTE THE DISCREPANCY IN OPPORTUNITIES BETWEEN LACROSSE AND TRADITIONAL SCHOOL SPORTS LIKE FOOTBALL. WHILE ACROSS BOASTS A COMBINED PARTICIPATION OF 180 STUDENT ATHLETES ACROSS THE DISTRICT, OR ROUGHLY 2% BEFORE COMPREHENSIVE HIGH SCHOOLS, WASHINGTON HIGH SCHOOLS 2023-2024 FOOTBALL STUDENTS ALONE HAD 100 ATHLETES, TOTALING 5% OF JUST THE HIGH SCHOOL. THE COST TO PLAY IN HIGH SCHOOL IS 250 PER SPORTS, WITH A $500.00 INDIVIDUAL CAP FOR THE SCHOOL YEAR. A STUDENT CAN PLAY A SPORT ALL THREE SEASONS FOR HALF OF THE COST OF A LACROSSE ADMINISTRATION FEE. BY AM BRACING LACROSSE OF THE SCHOOL SPORTS LIKE FOOTBALL, YOU WOULD HAVE THE OPPORTUNITY TO LEVEL THE PLAYING FIELD, AND EXTEND ACCESS TO STUDENTS.

FURTHERMORE, BY NORMALIZING LACROSSE OF THE SCHOOL SPORTS, WE NOT ONLY HONOR THE RICH LEGACY OF THIS DYNAMIC SPORT , BUT WE ALSO AFFIRM OUR DEDICATION TO EQUITY, INCLUSIVITY, AND THE HOLISTIC DEVELOPMENT OF ALL OF OUR STUDENTS. PROVIDING AN OPPORTUNITY FOR BOYS AND GIRLS TO ACCESS THIS SPORT IS ESSENTIAL. ILLUMINATING ANY BARRIERS THAT MAY BE IN THE WAY PARTICIPATING IN A CLUB SPORT.

IN CONCLUSION, I URGE YOU -- TOGETHER, LET'S USE THIS OPPORTUNITY TO EMPOWER OUR YOUTH AND ENRICH OUR COMMUNITY

. THANK YOU. >> THANK YOU. OUR NEXT SPEAKER -- OUR NEXT SPEAKER IS ALEX LEE.

>> HELLO, DIRECTORS. I'M ALEX LEE, AND I AM A TRUSTEE OF THE CASKET IN COLLEGE. I AM JUST HERE TO SHARE SOME UPDATES AND THINGS HAVE BEEN GOING ON WITH CASCADIA AND THE DISTRICT.

RECENTLY, THERE WAS A LEGISLATIVE PROPOSAL TO TURNING OVER TO THE UNIVERSITY OF WASHINGTON. TO CREATE CAPACITY TO MORE COMPUTER SCIENCE STUDENTS -- PLAY. BUT HOWEVER, THIS IS A REMINDER OF JUST HOW VALUABLE WE THINK CASCADIA IS TO THE COMMUNITY. WE MUST TAKE STEPS TO ENSURE THAT OTHERS KNOW ABOUT IT. OUR STUDENTS ARE SOME OF THE MOST SUCCESSFUL STUDENTS IN THE COMMUNITY COLLEGE SYSTEM. MOST STUDENTS WHO ATTEND CASCADIA AND WANT TO ATTEND THE UNIVERSITY OF WASHINGTON ARE ADMITTED. IN ADDITION, WE BEGAN OFFERING OUR BACHELOR OF SCIENCE COMPUTER SCIENCE IN THE FALL, AND WE ARE A GATEWAY TO HIGHER EDUCATION FOR THOSE STUDENTS WHO HAVE HAD THE GREATEST CHALLENGES IN YEARS. WE BELIEVE THAT OUR SCHOOL DISTRICT SUPPORTS US , AND WE CONTINUE TO EMBRACE WHAT'S PROVIDED TO OUR STUDENTS. THE WORLD IS CONTINUING TO GROW AT CASCADIA AS THE THIRD QUARTER STARTS IN APRIL, AND OUR COLOR CONFERENCE IS ON THE HORIZON, WHICH WILL BE MAY 17TH. WE HEARD THIS MONTH THAT OUR MENTORING PROGRAM IS IMPROVING IN HELPING STUDENTS ACHIEVE ACADEMIC SUCCESS. I WOULD SAY PLEASE NOTE, THOUGH, THAT THERE ARE STILL AVAILABLE CLASSES AT THE REDMOND LOCATION AT THE RED BEEN TOGETHER CENTER. I HIGHLY ENCOURAGE YOU TO TALK TO STUDENTS ABOUT THIS OPPORTUNITY. WE HAVE TWO MORE YEARS TO DEMONSTRATE THAT THIS WERE THE INVESTMENT IS WORTHWHILE , AND TO DO SO, WE WILL NEED MORE STUDENTS TAKING ADVANTAGE OF THE CLASSES AT THAT LOCATION. THANK YOU FOR YOUR TIME , AND I APPRECIATE YOUR SUPPORT OF CASCADIA.

>> THANK YOU. OUR NEXT PUBLIC COMMENT IS FROM ASPEN

RICTHER. >> I AM A PARENT AT ALCOTT AND EVERGREEN. I AM HERE TONIGHT WITH SOME BROAD THOUGHT THAT I

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THIRD, THERE IS A PENCIL OF INDUCED A MAN OF TRANSPORTATION PLANNING. EXCESSIVELY BUILD NEW SCHOOLS , WE THE BIGGER TRANSIT TRAFFIC LANES . ALL THAT WILL HAPPEN IS MORE PEOPLE WILL DRIVE. IT WOULD BE JUST AS CONGESTED, AND WE WILL HAVE USED LAND FOR PARKING CARS, NOT OUR INSTRUCTION PROGRAMS. FOURTH, CARS PRODUCE FAR MORE CARBON DIOXIDE THAN OUR DIESEL BUSES. EVEN IF THE DIESEL BUSES ARE FAR FROM PERFECT. AND THIS IS A LITTLE MORE SPECIFIC. IF WE CAN'T CONVINCE PEOPLE TO GET OUT OF THEIR CARS, CAN WE CONVINCE MORE PEOPLE TO GET INTO THE SAME CARS? VARIOUS GREEN TEAMS AND PT ESSAYS HAVE TRIED TO DO CARPAL PROGRAMS, BUT CAN WE HAVE THE DISTRICTWIDE PUT FRUITLESS? I THINK UNLESS THERE IS A REAL EXPECTATION , THAT IS THE EXCEPTION, AND NOT THE RULE. IT IS VERY HARD TO CHANGE PEOPLE'S BEHAVIOR. AND THE SIXTH RANDOM THOUGHT I HAD IS THE DISTRICT IS KIND OF SITTING ON A MASSIVE POOL OF POTENTIAL NEW BUS DRIVERS. WHAT IS OUR HIGH SCHOOLS ACTUALLY HAD CLASSES TO LEARN HOW TO GET A COMMERCIAL DRIVERS -- A COMMERCIAL LEARNERS PERMITS? WOULD WE BE HAVING THE SAME SHORTAGES OF BUS DRIVERS? SPECIFIC REQUESTS ONE AND TWO. OUR POSSIBLE THAT THE DISTRICT FOR CHANGES TO BE HIGH CAP BUS ROUTES A STUDENT CAN PICK UP THIRD NEIGHBORHOOD ELEMENTARY SCHOOL INSTEAD OF ENGLEWOOD.

SERVICE APPEARANCE INDICATE COULD THAT THIS COULD REDUCE A CAR TRAFFIC BY OVER A THIRD. PLEASE CONSIDER THIS. AND SECOND, THIS SUMMER, THERE ALREADY BE IMPROVEMENTS MADE AT THE DROP OFF AREA. COULD THOSE INCLUDE CERTAIN TRAFFIC CALMING MEASURES WHENEVER STUDENTS ARE BIKES WOULD CROSS TRAFFIC? AGAIN, WE HAD A CAR NEARLY HIT SOMEONE. SO, ENSURING STUDENT SAFETY NEEDS TO BE OUR FIRST PRIORITY. THANK

YOU ALL. >> THANK YOU. OUR NEXT PUBLIC SPEAKER IS MARIE-THERESE SCHAMBECK.

>> GOOD EVENING, BOARD MEMBERS AND SUPERINTENDENT. MY EIGHT-YEAR-OLD, WHO IS HERE TONIGHT, ATTENDS REDMOND ELEMENTARY SCHOOL HERE IN DOWNTOWN REDMOND. CONSIDERING YOUR RECENT VISITS, I AM HERE TO SPEAK TONIGHT ABOUT MY CONCERNS AS A PARENT AND A PTS A MEMBER . OUR SCHOOL HAS 563 STUDENTS , AND FACES UNIQUE CHALLENGES DUE TO ITS LOCATION DOWNTOWN. PER THE OS PI REPORT CARD DATA FROM 2023 TO 2024 , 24.5% OF OUR STUDENTS ARE ON FREE AND REDUCED LUNCH. THE DISTRICTS AVERAGE IS 11.1% . 26% OF OUR STUDENTS ARE LOW INCOME . THE DISTRICT AVERAGE IS 12.9%. AND 3% OF OUR STUDENTS ARE HOMELESS. WHEREAS THE DISTRICT AVERAGE IS ONE .4%. 30% OF OUR STUDENTS ARE ENGLISH LANGUAGE LEARNERS. THE DISTRICT AVERAGE IS 12%. AND 12.3% OF OUR STUDENTS IDENTIFY AS SPECIAL NEEDS. THE DISTRICTS AVERAGE IS 7.3%. AS YOU CAN SEE AS YOU TELL THE DATA, WE ARE DOUBLE BASICALLY ON EVERYTHING. EQUITY AND INCLUSION OUR GOALS FOR THE DISTRICT , BUT LOOKING AT THAT DATA , WE ARE FEELING OUR STUDENTS. OUR SCHOOL IS UNFAIRLY CARRYING THE WEIGHT OF

[00:40:05]

STUDENTS. THANK YOU. >> THANK YOU. AND THE FINAL PERSON WE HAVE SIGNED UP FOR PUBLIC COMMENT IS MEGHAN

MCMORROW. >> HI. I AM THE PARENT OF A KINDERGARTEN STUDENT AT REDMOND ELEMENTARY. MY THUMB SON HAS AUTISM SPECTRUM DISORDER, AND HE ATTENDED THE INCLUSIVE PRESCHOOL IN 2022 AND 2023. WE HAD A GREAT EXPERIENCE THERE.

HE WAS TRULY INCLUDED IN THE CLASSROOM , AND RECEIVED THE SUPPORT HE NEEDED TO BE SUCCESSFUL. ON MY SON WAS FIRST DIAGNOSED, I DID NOT KNOW THAT INCLUSIVE EDUCATION, OR WHY IT WAS IMPORTANT. BUT I NOW UNDERSTAND HOW IMPORTANT IT IS FOR CHILDREN WITH DISABILITIES TO BE MEANINGFULLY INCLUDED IN THE GENERAL EDUCATION ENVIRONMENT. WHAT IS HAPPENING IN MY SON'S SCHOOL IS ABSOLUTELY NOT INCLUSIVE.

RIGHT NOW, THE STUDENTS WITH COMPLEX LEARNING NEEDS ARE NOT SPENDING THE MAJORITY OF THEIR TIME IN THE CLASSROOM. THEY ARE NOT PART OF THE CLASS. THEY ARE NOT PART OF THE COMMUNITY.

AFTER ADVOCATING FOR MY CHILD, HE IS NOW SPENDING THE MAJORITY OF HIS DAY IN THE GENERAL EDUCATION CLASSROOM WITH THE SAME SUPPORT, HOWEVER, STILL FIGHTING IT DIFFICULT TO GET ALL THE SUPPORT THAT HE NEEDS IN THE GENERAL EDUCATION SETTING. AND THE REASON FOR THAT IS A LACK OF RESOURCES.

THERE ARE NO, LIKE, ZERO PARA EDUCATORS AVAILABLE FOR MY STUDENT IN MY SON'S CLASS. ALL OF THEM ARE IN THE SPECIAL EDUCATION CLASS. BECAUSE THE SCHOOL DOES NOT PRACTICE INCLUSION. AS A SCHOOL LEADERSHIP, YOU ARE THE FOUNDATION OF THE EDUCATION OF THE CLASSROOM. WITHOUT YOUR SUPPORT, THIS PROGRAM WILL FAIL, AND WITHOUT THE PROPER RESOURCES, THIS WILL FAIL. IT'S BEEN SAID WHEN WE DO INCLUSION POORLY , WE REINFORCE THE IDEA THAT IT DOESN'T WORK.

YOU CANNOT ASK YOUR TEACHERS TO DO THINGS FOR WHICH THEY ARE UNPREPARED. MEMBERSHIP WILL NOT HAPPEN UNLESS STUDENTS ARE FULL-TIME VALUE MEMBERS OF THE GENERAL EDUCATION CLASSROOM.

WITH ALL SYMBOLS OF BELONGING THAT THEY ARE NOT DISABLED. IT SEEMS TO BE BELIEVE THAT A CHILD CAN BE IN THE GENERAL EDUCATION CLASS, AND HAVE THEIR INDIVIDUAL NEEDS MET . IT NEEDS TO BE A BOTH AND THE SITUATION. THEY NEED TO BE PROVIDED SERVICES WITHIN THE GENERAL EDUCATION CLASSROOM. I HOPE WE CAN MAKE A TRUE COMMITMENT TO AUTHENTIC INCLUSION, WHICH BENEFIT ALL STUDENTS, ALL OF THOSE WITH DISABILITIES, AND BEYOND. THANK YOU.

>> THANK YOU. THAT CONCLUDES THE PUBLIC COMMENT SECTION OF

[E. Consent Agenda]

[00:45:05]

>> SO MOVED. >> I SECOND.

>> THAT WAS MOVED BY VICE PRESIDENT LALIBERTE, SECONDED BY MEMBER YOCUM. PLEASE CALL THE VOTE.

>> VICE PRESIDENT LALIBERTE? >> YES.

>> MEMBER YOCUM? >> YES.

>> DIRECTOR STUART? >> YES.

>> MEMBER GUTHRIE? >> YES.

>> PRESIDENT CHOI? >> YES. WILL YOU PLEASE

SUMMARIZE THE DONATIONS? >> YES I WILL. WE HAVE JUST OVER $67,000.00 DONATIONS TO OUR SCHOOLS FROM PTAS. I JUST WANT TO HIGHLIGHT THAT THESE TYPES OF SUPPORTS ALLOW US TO BE ABLE TO OFFER UNIQUE PROGRAM SERVICES TO OUR STUDENTS.

[F. Non-Consent Agenda]

>> YES, THANK YOU SO MUCH. THE FIRST ITEM ON OUR NON-CONSENT AGENDA IS THE HIGHLY CAPABLE EVALUATION PROGRAM UPDATE.

>> I LIKE TO INVITE THE DIRECTOR OF EXCELERATOR PROGRAMS TO THE PRESENTATION PODIUM. AS THE BOARD KNOWS, WE HELD A STUDY SESSION MAYBE SIX WEEKS AGO , THREE WEEKS AGO, EIGHT WEEKS AGO? SOMETHING LIKE THAT. THIS ALLOWS US TO PROVIDE AN UPDATE TO THE BOARD AROUND THE PROCESS TO EVALUATE OUR K-8 STUDENTS. I KNOW THAT PRESIDENT CHOI ALSO SITS ON THE

COMMITTEE AS WELL. GO FOR IT. >> THANK YOU. GOOD EVENING, EVERYONE. AS DIRECTOR OF EXCELERATOR PROGRAMS , I AM VERY PLEASED TO SHARE WITH OUR BOARD TONIGHT AND UPDATE ON THE WORK OF OUR K-8 HIGHLY CAPABLE COMMITTEE . AS PART OF OUR PROGRAM AND SERVICE REVIEW. THANK YOU. OUR DEPARTMENT OFFERS A VARIETY OF LEARNING OPPORTUNITIES FOCUS ON ENRICHMENT AND ACCELERATION. OUR SERVICES ARE DEFINED BY STATE LAW TO PROVIDE SUPPORT TO MEET STUDENTS NEEDS TO NEEDS ARE GOING TO BE BEYOND THE SCOPE OF THE GENERAL EDUCATION CLASSROOM. THEY ACTUALLY CAN OCCUR IN THE GENERAL EDUCATION CLASSROOM. WE CURRENTLY SERVE OVER 2900 STUDENTS. K-8 DIRECTLY IS WITH FOUR SERVICE MODELS. K THROUGH FIVE HIGHLY CAPABLE FULL-TIME QUEST AND MIDDLE SCHOOL QUEST. WE CURRENTLY PROVIDE ENRICHMENT AND CELEBRATION THROUGHOUT MOST OF THESE MODELS , AND A FOCUS ON THE ACADEMIC INTELLECTUAL AND CRITICAL THINKING SKILLS REQUIRED OF OUR STUDENTS. THE PROCESS AND OUTCOMES OF THE COMMITTEE WORK IS REALLY IMPORTANT TO ALL OF OUR WORKERS. OUR STUDENTS, STAFF, CAREGIVERS, AND COMMUNITY CARE DEEPLY ABOUT THE EDUCATION THE SERVICES IN OUR DISTRICT. THIS IS WHY IT IS INCREDIBLY IMPORTANT FOR OUR COMMITTEE TO ENGAGE IN THE DEEP LEARNING THAT WILL ALLOW US TO BETTER DO THE VISIONARY WORK, AND DO THE WORK THAT PROVIDES OPPORTUNITIES IN MEETING STUDENTS WITH THE RIGHT SERVICES AT THE RIGHT TIME. IN OCTOBER, I WAS ABLE TO PROVIDE THE BOARD WITH AN OVERVIEW IN THE STUDY SESSION , AND THIS IS REALLY FOCUSED ON EXPLORING THE CURRENT SERVICES THAT LAKE WASHINGTON HAS LOOKING BRIEFLY INTO THE REGIONAL PRACTICES IN THE DISTRICTS THAT SURROUND US.

THIS PROVIDED AN OUTLINE OF THE SCOPE AND THE SEQUENCE OF THE COMMITTEE WORK, AND PROVIDING CONTEXT OF THE WORK, SPECIFICALLY THE GUIDED WARNING THAT WE NEEDED TO ENGAGE IN TO MAKE SURE THAT OUR RECOMMENDATIONS FOR MORE FOCUSED ON RESEARCH-BASED PRACTICES THAT WERE EFFECTIVE , AND HE WORKED FOR THE PILLARS OF EQUITY AT TSS AND INCLUSION.

OUR COMMITTEE WORD IS TO PROVIDE RECOMMENDATIONS FOR CURRENT AND FUTURE PROGRAM DESIGNS IN THE AREAS OF STATE COMPLIANCE AND DISTRICT ALIGNMENT. IF DEVELOPED A VARIETY OF SERVICE MODELS , AND WE ENGAGED IN DIVERSE DIALOGUE

[00:50:02]

HER EXPERTISE HAS BEEN INCREDIBLY VALUABLE , AND IT HAS BEEN PROVIDED TO THE CLARITY THAT HAS BEEN NEEDED TO KEEP EVERYTHING STUDENT CENTERED. SHE IS REALLY HELPFUL IN CONSIDERING THE INCLUSIVITY IN THE VOICES THAT ARE NOT AT THE TABLE. THE SERVICES THAT ARE NOT PROVIDED FOR A PRESENTATION. SHE HAS REALLY MAINTAINED ALL THESE CONVERSATIONS TO BE RESEARCHING DATA, AND SHE IS A FUN PERSON.

SHE CREATED OPEN DIALOGUE , AND REALLY ASSISTED US IN KEEPING A VERY POSITIVE ENVIRONMENT, AND SEEKING THAT INNOVATIVE SOLUTION. I WANTED TO PROVIDE A VISUAL RECITATION OF WHERE WE ARE. YOU CAN SEE THAT THIS IS THE ONE COMING UP. AS YOU CAN SEE , THEY WERE ALTERNATING WITH 7.5 HOURS . THE LAST FEW SESSIONS WILL HAVE OUR COMMITTEE CRAFTING THOSE RECOMMENDATIONS FOR THE PREVIOUS SCOPE AND SEQUENCE OF LEARNING , ACCOMPLISHED IN THE PRIOR MONTH. YOU MAY ASK, WHAT DID YOU DO DURING THESE MONTHS SINCE YOU LAST SAW US IN THE STUDY SESSION? SO, AGAIN, WE HAVE BEEN COMING IN AND HAVE BEEN COMMITTED TO DEEP LEARNING. THE THINGS THAT WE DO HERE ARE VERY, VERY COMPLEX. THE CONVERSATIONS WE ARE HAVING ARE VERY, VERY COMPLEX. SO, OUR COMMITTEE HAS REALLY FOCUSED ON LEARNING FIRST, AND THEN INTEGRATING THOSE CONVERSATIONS INTO THE REALITY OF WHAT STUDENTS HAVE, AND THE VISION OF THEIR INNOVATIVE WORK. IN OCTOBER, NOT ONLY DID WE REVIEW THE SCOPE OF WORK ON THE COMMITTEE, BUT WE REALLY TOOK A LOOK AT PEOPLE'S INTERESTS, TALKING ABOUT POSITION VERSUS INTEREST, AND REALLY BRINGING IN THE BIG

[00:55:04]

WE LOOK AT A META-ANALYSIS ON THE RESEARCHER DIFFERENT SERVICE MODELS AND THE EFFICACY. THAT WAS THE BEGINNING ENTRY POINT FOR CORRECT EVALUATION, WHICH WAS SURROUNDED BY SOMETHING WE CREATED . IN FEBRUARY, WE CONTINUED THE SERVICE MODEL DEEP DIVE . IT IS ESSENTIAL TO KNOW THAT THE SERVICE MODELS ARE BASICALLY DOCTORAL WORK.

EACH OF THESE MODELS ARE DOCTORAL WORK FOR EACH PEOPLE, AND WE WOULD TRY TO SYNTHESIZE WHAT IS HAPPENING CURRENTLY IN OUR DISTRICT. THIS WAS LINKED TO THE CONTINUUM OF SERVICES.

IN ONE OF MY NEXT SLIDES, I WILL CONNECT ONE OF THE ESSENTIAL QUESTIONS FOR THE CONTINUING SERVICES ARE AS WE LOOK AT WORK AND INCLUSION. IN MARCH, YOU WILL REVIEW THE STANDARDS FOR PROGRAMS EFFECTIVENESS , THE SERVICE MODELS, AND RESEARCH-BASED MODELS NOT ONLY REGIONALLY, AND FINALLY GET TO LAKE WASHINGTON AND WHAT ARE WE DOING THROUGH THE REVIEW. WE ALSO HAD THE OPPORTUNITY TO ASK OUR COMMUNITY, WHAT IS IMPORTANT TO YOU, AND WHAT YOU NEED THE COMMITTEE TO KNOW? THIS PROVIDED COMMUNITY FEEDBACK THROUGH LISTENING SESSIONS, AS WELL AS A REVIEW OF THOSE INITIAL PROVISIONS AS NEEDED. LET ME GO BACK.

CAPTIONERS TRANSITIONING ] BETWEEN PROGRAMS, PLACEMENT AND SERVICE. WHAT EVIDENCE SUPPORTS SPECIFIC MODELS IN THE CONTEXT OF WHERE THEY LIVE AND HOW DO WE EVALUATE AND ONE OF THOSE BIG IDEAS IS THE LEVEL OF SERVICE. ARE STUDENTS BEING MATCHED TO THE CORRECT LEVEL OF SERVICE AND IS THE SERVICE MATCHING THEM? DIFFERENT NEEDS FOR DIFFERENT STUDENTS AT DIFFERENT TIMES.

ARE WE MONITORING PROGRESS OVER TIME TO CALIBRATE TO THEIR NEEDS? ARE WE PROVIDING AS MUCH ACCESS, OPPORTUNITY AND PROVIDING THOSE SERVICES SUSTAINABLY TO THE STUDENTS.

[01:00:10]

OF THIS WORK. THANK YOU. >> THANK YOU SO MUCH. ANY

QUESTIONS? DIRECTOR. >> I HAVE SEVERAL. I WILL JUST START WITH ONE. THANK YOU SO MUCH. I REALLY APPRECIATE IT.

I WANTED TO GO TO THE SLIDE THAT HAD THE PARTICIPANTS. I AM CURIOUS. ARE THERE ANY PARENTS PARTICIPATING THAT ARE NOT PARENTS OF KIDS IN THE PROGRAM?

>> RIGHT NOW WE HAVE PTS A PARENTS AND MOST OF THE PARENTS WE HAVE ARE HIGHLY ENGAGED AND WANT TO PARTICIPATE. ALTHOUGH WE DID AT THE BEGINNING, WHEN WE SENT OUT A SURVEY WE WERE SEEKING DIFFERENT PERSPECTIVES AND WE DID NOT HAVE THAT MANY PARENTS AND THERE WAS A RECRUITMENT EFFORT SO COMMITMENT IS A BIG ONE.

>> WITH THE THOUGHT EXCHANGE I READ THROUGH A MAJORITY OF THOSE AND I CATEGORIZED THEM, THAT THOUGHT EXCHANGE DISPLAYED A CLEAR DIVISION BETWEEN OUR COMMUNITY MEMBERS.

WHATEVER DECISION IS MADE GOING FORWARD WITH THIS PROGRAM , I THINK THE DISTRICT REALLY NEEDS TO ENGAGE MORE WITH THE COMMUNITY AND ADDRESS THE DIVERSE AND HURTFUL COMMENTS THAT HAVE BEEN MADE THROUGH THE EXCHANGE. PROUD THAT THERE WAS A LOT OF PARTICIPANTS BUT AS FAR AS THE QUALITY OF THE COMMENTS IT WAS HARD TO READ A LOT OF THEM. I WOULD SAY WHEN YOU HAVE A COMMITTEE THAT IS DISCUSSING THIS, I DO NOT KNOW IF BRINGING MORE PARENTS NOT INVOLVED IN THAT PROGRAMMING TO HAVE THAT DISCUSSION AT THE COMMITTEE LEVEL MAY BE BENEFICIAL. YOU CAN SEE THE THE DIVISIVENESS OF THE COMMUNITY AROUND THE PROGRAM. I WILL STOP THERE.

[01:05:06]

>> THANK YOU. >> DIRECTOR.

>> SO THE COMMITTEE IS COMING TO SOME RECOMMENDATIONS IN JUNE. I HEARD QUESTIONS OUT OF THE COMMITTEE, WE ARE AWARE THERE IS A REVIEW BUT NOT A LOT OF RECOGNITION OF WHAT IS BEING DRIVEN. THE RECOMMENDATION IN JUNE, DOES IT DEPEND ON THE RECOMMENDATIONS AS TO WHEN THE CHANGES WILL LAND IN THE SCHOOLS? HAS THERE BEEN ANY DISCUSSION AROUND TIMELINE?

>> ABSOLUTELY. I MENTIONED AT THE BEGINNING THE SENSITIVITY AND THE COMPLEXITY. IT IS NOT ONE SERVICE DELIVERY MODEL IT IS MORE THAN FOR WHAT HE CONSIDERED THE THINGS WE ENDEAVOR TO DO. SO THE IDEAL STATUS , WE ARE LOOKING A RECOMMENDATIONS AND ONE OF THE PORTIONS WHICH IS THE CONTEXT BY WHICH WE LIVE IN IS PART OF THE CONTEXT, THE STAFFING REQUIREMENTS, EDUCATION, WHEREVER THE SERVICE MODELS GO, THERE WILL NEED TO BE A LOT OF PROFESSIONAL DEVELOPMENT. SO THAT IS ALREADY A BIG PART OF THE WAYS WE HAVE LOOKED AT THE SERVICE MODEL DESIGNS THAT ARE NOT OURS AND IN MARCH WE WILL TAKE A LOOK AT HOURS AND WE WILL SEE, IF WE HAVE A IDEALIZED STATE HERE WHAT IS REQUIRED TO GO TO THE NEXT LEVEL? SO THE SENSITIVITY OF ALL OF THESE THINGS COMING TOGETHER, WE CANNOT EXPECT MASSIVE SHIFTS, WE HAVE TO BE THOUGHTFUL ABOUT HOW WE BRING PEOPLE ALONG TO JOIN US ON THIS

JOURNEY. >> IN REGARDS TO THAT AS WELL , CORRECT ME IF I AM WRONG, IN SOME STATES IS HIGHLY CAPABLE EDUCATION CONSIDERED SPECIAL EDUCATION?

>> YES. >> WHEN WE LOOK AT THIS ARE WE TREATING HOW WE EVALUATE THE SERVICE THE SAME WAY? I THINK THAT IS SOMETHING WE NEED TO LOOK AT, THE AMOUNT OF THOUGHT AND EFFORT AND YOU SAID SOMETHING , WHAT WAS THE WORD YOU SAID? RECOMMENDATIONS ARE SENSITIVE TO THE COMPLEXITIES , JUST ENSURING THAT IS HAPPENING ACROSS ALL PROGRAMS? SORRY, I WAS GOING TO GO BACK TO WHAT I SAID PREVIOUSLY, I WANTED TO POINT AT THAT COMMUNICATION AND TIMELINE, IS THERE ANY POINT DURING MARCH AND JUNE WHEN YOU ARE HAVING BE LISTENING MEETINGS TO COLLABORATE WITH ¿? WILL THAT BE A OPPORTUNITY TO OPEN TO OTHERS? I AM TRYING TO FIGURE OUT, IS THERE VALUE TO BRINGING OTHER VOICES OTHER THAN -- TO THE FAMILY LISTENING SESSIONS?

>> YES WE ARE WORKING WITH THE EQUITY DEPARTMENT FOR FAMILIES -- WE ARE ALSO THINKING MORE ABOUT THE INCLUSIVE WAYS FOR ELIGIBILITY AND WE ARE PARTNERING WITH EQUITY TO IDENTIFY FACETS OF THE COMMUNITY THAT HAVE NOT HAD A VOICE AND HAVE NOT BEEN AT THE TABLE. SO ANY KIND OF OPPORTUNITY, ESPECIALLY WHERE WE ARE REALLY REACHING OUT AND EDUCATING. ¿ IS A IMPORTANT COMPONENT, TO HELP US GET THE WORD OUT AND HELP US TO SOME OF THE EDUCATION AND WE ARE ALSO RESPONSIBLE FOR PLACES WHERE THIS IS NOT SOMETHING THAT IS KNOWN ABOUT. MAYBE IN VALUED, IT JUST DEPENDS ON THE FAMILY

AND CAREGIVERS. THANK YOU. >> YOU MENTIONED PARTNERING WITH EQUITY IN FAMILY ENGAGEMENT, IS THERE ANY PARTNERSHIP CAN CONSIDERED WITH SPECIAL SERVICES?

>> YES, SO ALL OF THOSE DEPARTMENTS ARE SHOWING UP DURING OUR ELIGIBILITY SO WE INVITED THEM FOR THE FIRST TIME, WE ARE PROUD OF THAT WORK AND IT WILL BE PART OF THIS. SO SPECIAL EDUCATION, THAT IS THE GOLD STANDARD AND IT IS A PITY THAT OUR STATE IS NOT LOOKING AT IT THAT WAY. WE HAVE HAD PLENTY OF CONVERSATIONS AND WE HAVE TWO SPECIALISTS THAT COME FROM STATES THAT DEFINE IT UNDER THAT UMBRELLA. SO SEEING

[01:10:01]

>> IT OCCURRED TO ME AS I WAS LOOKING BACK TO THE SLIDES THAT I DO NOT ACTUALLY KNOW WHAT THE SCOPE OF THE RECOMMENDATION IS THAT WILL BE PRESENTED AT THE END OF THIS. I SEE THE LAST ITEM ON THE TIMELINE IS FORMALIZED RECOMMENDATIONS.

WHAT ARE THE PARAMETERS OF A RECOMMENDATION THAT WOULD BE PRESENTED? I AM TRYING TO WRAP MY MIND AROUND WHAT I SHOULD EXPECT TO SEE WHEN IT COMES OUT.

>> WE ARE RIGHT NOW THINKING ABOUT HOW TO BRING THE INTERESTS TO THE ACTUAL ACTION. THE RECOMMENDATIONS CANNOT BE SO SPECIFIC TO DIRECT SOMETHING SPECIFIC BUT HAVE TO STAY AT A PLACE WHERE OUR DISTRICT CAN TAKE OWNERSHIP AND DEVELOP THEM OVER TIME SO I DO NOT NECESSARILY -- HERE IS A EXAMPLE -- BUT WE ARE THINKING ABOUT THE PARAMETERS, THE BOUNDARIES AND WHERE IT COULD BE POSITIONAL INSTEAD OF INTEREST BASED FOR THE RECOMMENDATIONS.

>> I THINK YOU CAN HEAR ME. I WILL TRY THIS ONE. IT GOES BACK TO THE TEAM EVALUATING PROGRAM, PLACEMENT AND SERVICES AND MAKING RECOMMENDATIONS AROUND THE OVER ALL , HIGHLY CAPABLE PROGRAMS AND SERVICES THAT ALIGN WITH LEARNING THE TEAM HAS DONE, OUR COMMITMENT TO INCLUSIONARY PRACTICES , SO IT IS THIS ARRAY OF VALUES GOING INTO THE WORK THEY ARE DOING ALONG WITH THE BEST PRACTICES WORK THEY HAVE BEEN LEARNING ABOUT FROM THE DOCTOR. SO THAT IS THE SCOPE THAT THEY ARE BRINGING A RECOMMENDATION FORWARD IN, THAT WILL BE INFORMED BY THEIR LEARNING , THEIR LISTENING SESSIONS AND A NUMBER OF FACTORS.

>> MAY I ALSO ADD TO THAT THE THREE PILLARS ARE GOING TO BE SUCH MASSIVE PARTS OF THE CONSIDERATION BECAUSE THAT IS FOUNDATIONAL HE WHAT WE ARE DOING THE WORK FOR.

>> ANY OTHER QUESTIONS? OKAY. THANK YOU SO MUCH. I HAVE SPENT QUITE A BIT OF TIME SITTING IN THESE COMMITTEE MEETINGS AND I THINK A LOT OF THE QUESTIONS THE BOARD IS INTERESTED IN HAVING ANSWERED ARE A COUPLE OF STEPS AHEAD OF WHERE WE ARE AT IN THE COMMITTEE WORK SO THIS IS USEFUL TO HAVE A REVIEW AND A UPDATE. I WILL SAY THANK YOU FOR ALL OF THE WORK AND THE DOCTOR IS AMAZING. CAN WE JUST RECRUIT HER? THANK YOU SO MUCH. THE NEXT ITEM ON THE AGENDA THIS EVENING IS MONITORING OF RESULT ONE, THE MISSION OF THE DISTRICT. THROUGH THESE POLICIES THE BOARD ESTABLISHES VALUES ABOUT HOW THE DISTRICT IS EXPECTED TO OPERATE AND THE EXPRESSED DECISIONS. THE MONITORING REPORTS INTERPRETATION OF POLICY LANGUAGE AND MONITORING DATA. THE MONITORING ACTIONS MAKEUP PART OF THE BOARD'S OVERSIGHT OF THE ORGANIZATION AND ENSURES THE BOARD THAT ITS STANDARDS HAVE BEEN MET. FOLLOWING THE PRESENTATION THE BOARD HAS A OPPORTUNITY FOR QUESTIONS AND COMMENTS. PLEASE PRESENT A SUMMARY OF THE MONITORING REPORT.

>> I WANT TO SAY THANK YOU FOR SPENDING TIME WITH US.

INDIVIDUALLY LAST WEEK TO GO THROUGH THE WRITTEN REPORT AND

[01:15:01]

TONIGHT TO PRESENT THE REPORT IS ASSOCIATE SUPERINTENDENT DALE AND HIS COLLEAGUE WHO IS HIS BACKUP, THE DEPUTY SUPERINTENDENT SCOTT, HE WILL PROBE PROBABLY PROVIDE

COMMENTS AS WELL. >> IT IS A PLEASURE TO BE HERE TONIGHT TO PRESENT THIS. AS WE THINK ABOUT R 1, IT IS A MANIFESTATION OF OUR MISSION AND VISION. EACH STUDENT GRADUATES PREPARED TO LEAD A REWARDING AND RESPONSIBLE LIFE CONTRIBUTING TO THE GREATER SOCIETY AND OUR VISION THAT EVERY STUDENT IS FUTURE READY, PREPARED FOR COLLEGE, THE WORKPLACE AND SUCCESS. THE SUPERINTENDENT'S INTERPRETATION OF RESULTS ONE, STUDENTS NEED THE OPPORTUNITIES TO LEARN IN A ENRICHED CURRICULUM AND HAVE ACCESS TO LEARNING OPPORTUNITIES THAT ENCOURAGE ON GROWING GROWTH AND DEVELOPMENT. EVERY STUDENT LEARNS AND ACHIEVES HIGH LEVELS AND IT IS OUR RESPONSIBILITY TO HELP EACH STUDENT LEARN AND GROW. WHILE THEY ACQUIRE KNOWLEDGE AND SKILLS TO HELP THEM BE SUCCESSFUL IN A EVER-CHANGING WORLD. STUDENTS MUST BE EQUIPPED TO LEAD A LIFE THAT IS PERSONALLY REWARDING AND PROFESSIONALLY MEANINGFUL. THESE ARE THE INDICATORS, WE HAVE TWO CHANGES TO RESULTS ONE, THE TWO INDICATORS BLURRED ON THE LOWER RIGHT, THE PERCENT OF 10TH GRADERS MEANING BENCHMARK IN READING, WRITING AND MATH AND THE PSA HAS MOVED TO RESULTS TO. PERCENT OF STUDENTS NOT DROPPING OUT OF HIGH SCHOOL , PERCENTAGE OF'S STUDENTS GRADUATING IN SEVEN YEARS, THE EXTENDED RATE. THE PERCENT OF GRADUATES COMPLETING AT LEAST ONE DUAL CREDIT COURSE WITH A B OR HIGHER DURING SCHOOL AND THE PERCENT OF NINTH GRADERS EARNING CREDIT FOR ALL COURSES ATTEMPTED. THESE ARE THE SUCCESS INDICATORS OF THE WORK WE ARE DOING IN LAKE WASHINGTON SCHOOL DISTRICT. WE HAVE A THEORY OF ACTION. AS SCOTT AND I WERE TALKING ABOUT THIS, WE REALLY BORROWED FROM RESULTS TO. ALL OF THE WORK RESULTS IN THIS REPORT. I WILL NOT READ EVERY WORD OF THIS THEORY OF ACTION BUT YOU WILL NOTICE HIGHLIGHTED IN YELLOW, THE ONE EDIT IS I WANT TO SPEAK ABOUT THE WORK WE ARE DOING AND HAVE BEEN DOING WITH THE BUILDING ADMINISTRATORS.

ALL OF THE WORK THAT GOES INTO HELPING TEACHERS HELP STUDENTS ACHIEVE AND GROW AT HIGH LEVELS. FOR OUR COMMITMENT TO EQUITY, THAT IS WOVEN THROUGHOUT. WHEN WE LOOK AT RESULTS ONE WE ARE TALKING ABOUT SMALL NUMBERS OF STUDENTS THAT ARE NOT BEING SUCCESSFUL. AS WE GO TO THIS REPORT I WILL SPEAK TO HOW WE ARE ADDRESSING STUDENTS AS FAR AS EDUCATIONAL JUSTICE AND HOW WE ARE TAKING THE SYSTEM, SCHOOLS AND LEADERSHIPS APPROACH TO DRILL DOWN INTO THE SMALL GROUPS TO HELP THEM BE SUCCESSFUL. THERE IS A THROUGH LINE FOR ALL OF THE WORK WE DO TO IMPACT STUDENTS ACHIEVEMENT AND SUCCESS. LET'S LOOK AT SOME DATA HERE. THEN I WILL GET INTO SOME OF THE SYSTEMS AND STRATEGIES WE ARE LOOKING AT.

ABOVE IS THE WASHINGTON STATE REPORT CARD AND ACROSS THE TOP ROW IS THE STATE GRADUATION RATES IN THE BOTTOM ROW IS LAKE WASHINGTON GRADUATION RATES. THE NUMBERS ON THE FAR LEFT, I WILL NEED THIS HERE IN A MOMENT. I WAS GOING TO GRAB MY POINTER. THE NUMBERS ON THE FAR LEFT ARE TOTAL NUMBERS SO

[01:20:09]

YOU LOOK AT MULTI TIERED SYSTEMS OF SUPPORT, EQUITY AND INCLUSION. THEY ARE THE THREE BIG COLORS FROM WHICH WE WORK FROM AS A DISTRICT. MTS TO ONE INSTRUCTION, HOW ARE WE HELPING STUDENTS ACCESS INSTRUCTION IN THE CLASSROOM FROM THE BEGINNING ? WHEN THEY STRUGGLE WHAT ARE OUR RESPONSES AS A TEACHER, HOW ARE WE HELPING THEM BE SUCCESSFUL IN THE MOMENT AND NOT BEING QUICK TO PLACE THEM SOMEWHERE ELSE WHERE THEY CAN LEARN DIFFERENTLY OR OUTSIDE THE CLASSROOM BUT THAT IS THE IDEA ON HONING IN ON INSTRUCTION TIER 1 IN CLASSROOMS. PPL SEES MIGHT BE NEW TO YOU, THE LEARNING COMMUNITIES REFER TO TEACHERS AND THE PROFESSIONAL LEARNING COMMUNITIES WHICH HAS BEEN AROUND FOR A NUMBER OF YEARS AND WE ADDED A B FOR PRINCIPLES BECAUSE THEY ARE ALSO IN SMALL GROUPS WORKING TOGETHER. PLCS TALKS ABOUT A GROUP OF EDUCATOR THAT MEETS REGULARLY, SHARES DATA, IDEAS AND INSTRUCTION ABOUT THE STUDENTS THEY HAVE IN THEIR CLASSES. NUMBER THREE, EXPANDED COACHING, WE HAVE MTS COACHES AT THE ELEMENTARY LEVEL AND THEY ARE DRILLING DOWN AND DOING GREAT WORK WITH TEACHERS IN THEIR INSTRUCTIONAL APPROACHES ESPECIALLY WITH TIER 1. NOT ONLY DID WE ADD A ADDITIONAL ELEMENTARY LEVEL DIRECTOR A YEAR AGO , THE WORK OF ALL OF OUR LEVEL DIRECTORS, THEIR PRIMARY ROLE AND INTENT IS TO BE A COACH FIRST. THEY ARE IN BUILDINGS 50% OF THEIR SCHEDULE ALONGSIDE ADMINISTRATORS IN CLASSROOMS HELPING ADMINISTRATORS GROW AND LEARN ON BEHALF OF STUDENTS. IN PARTICULAR WITH BEING LEADERS IN INSTRUCTION. WE ALSO HAVE CONSULTING THAT COMES IN AND HELPS US GROW AND LEARN AS WELL. NUMBER FOUR, PROFESSIONAL LEARNING RESOURCES THROUGH THE PROFESSIONAL INSTRUCTION PLAYBOOK, NOT JUST THE PLAYBOOK YOU HAVE SEEN WHICH IS A RESEARCH BASED PLAYBOOK THAT IS NOT STATIC AND EVER-CHANGING. THERE ARE TREMENDOUS RESOURCES IN THERE TO HELP TEACHERS AND ADMINISTRATORS THINK THREE WAYS ON HOW THEY CAN APPROACH INSTRUCTION FOR STUDENTS.

DEEPENING OUR WORK ON INCLUSION AND INCLUSIONARY ACTRESSES AND HAVING A MULTI-DEPARTMENT DIVISION COLLABORATION. WE WORKED HARD AND I THINK HAVING SUCCESS THIS YEAR AND HAVING MORE CENTRAL OFFICE STAFF IN OUR SCHOOLS AS WE THINK ABOUT ML SERVICES, EQUITY, TIER 1 INSTRUCTION AND WE HAVE SENSUAL LEADERS IN CHARGE OF THE WORK FOR THE BUILDINGS COMING ALONGSIDE TEACHERS AND ADMINISTRATORS TO SEE THE IMPACT AND TO SEE THE WORK BEING DONE IN SCHOOLS. THEN WE TALK ABOUT CHANGE AT THE SCHOOL LEVEL. SCHOOLS SET

[01:25:03]

STUDENT GROWTH GOALS, AS PART OF THE TEACHER EVALUATION PROCESS THEY ARE REQUIRED TO SET GOALS BASED ON THE ACHIEVEMENT OF STUDENTS IN THEIR CLASSROOM. MAYBE A SMALL GROUP OR ENTIRE CLASS OR BOTH. THE ACT AND IF I STRATEGIES TO IMPLEMENT OR WORK WITH SCHOOLS AND STUDENTS AND THEY WORK TOGETHER ON THE KIND OF STRATEGIES THEY ARE WORKING AND THEY BOUNCE IDEAS OFF ONE ANOTHER AND LOOK AT DATA TO INFORM INSTRUCTION. STUDENT INTERVENTION TEAMS, EACH SCHOOL HAS A TEAM, WHEN TEACHERS OR TEAMS OF TEACHERS FEEL LIKE THEY TRIED ALL THEY CAN THEY MAY BRING A STUDENT TO A SCHOOL INTERVENTION TEAM TO CONTINUE TO GET OTHER EXPERTS EYES AND THOUGHTS ON THE DATA. TO PROVIDE INSTRUCTIONAL RESPONSES FOR THOSE STUDENTS. WE HAVE GRADE LEVEL PLCS. WE ALSO HAVE PRINCIPAL PROFESSIONAL LEARNING COMMUNITIES THIS YEAR AND THE SENSUAL FOR EDUCATIONAL LEADERSHIP HAS COME ALONGSIDE THIS AND THAT WILL CONTINUE. I BORROWED THIS SLIDE I THINK YOU HAVE SEEN BEFORE. CREDIT TO HIM FOR THE GREAT WORK HE AND HIS DIVISION ARE DOING.

BROADLY WE DO WELL BUT OTHER DATA SOURCES HELP US UNDERSTAND THE PROBLEMS WE ARE TRYING TO SOLVE AT A SMALLER LEVEL.

OFTENTIMES YOU CAN GET STUCK ON THE LARGER NUMBERS, 94.7% ARE GRADUATING, WHAT ABOUT THE OTHER STUDENTS? THE SATELLITE DATA IN THE STREET DATA ARE ALL IMPORTANT PIECES TO INFORM US ABOUT THE WORK WE ARE DOING. IN FACT THE SCHOOL IMPROVEMENT PLANNING PROCESS REQUIRES STREET DATA. I DO CREDIT TO HIM FOR BRINGING THAT CONCEPT HERE AND YOU WILL HEAR MORE ABOUT STUDENT VOICE IN A MINUTE. SOME OF THE PROFESSIONAL LEARNING OUR LEADERS ARE GOING THROUGH, WE TALKED ABOUT THE INSTRUCTIONAL PLAYBOOK, NOT JUST FOR TEACHERS, IT IS SOMETHING THEY USE ALONGSIDE TEACHERS IN THEIR BUILDING.

SUPPORT FOR LEADING PROFESSIONAL LEARNING FOR TEACHERS AND STAFF, THEY ARE IN CHARGE OF PROVIDING PROFESSIONAL LEARNING BUT WE ALSO PROVIDE MATERIALS SO WE HELP SUPPORT THEM AND THEIR DELIVERY OF THAT AS WELL. OUR INCLUSIONARY GRADING PRACTICES USING DATA AND ANALYSIS PROTOCOLS TO IDENTIFY STUDENT NEEDS THAT HELP INFORM INSTRUCTION. BACK TO PROFESSIONAL LEARNING COMMUNITIES AND I SPOKE ABOUT OUR WORK AT THE WASHINGTON CENTER FOR EDUCATIONAL LEADERSHIP. WE ACTUALLY COME ALONGSIDE AND INVITE THE PRINCIPLES ONCE OR TWICE A MONTH TO INFORM US ABOUT THE NEEDS OF THEIR BUILDINGS, AND TSS , EQUITY INCLUSION AND THE PROFESSIONAL LEARNING THEY NEED TO HELP INFORM US ON WHAT WE CAN PRODUCE AND SUPPORT FOR THEM TO COME ALONGSIDE AND SUPPORT THOSE NEEDS. I AM LOSING MY VOICE. IN THIS SLIDE, AS WE TALK ABOUT CENTERING PRINCIPLES AS INSTRUCTIONAL LEADERS, WE KNOW BASED ON RESEARCH THE MOST IMPORTANT THING THAT HAPPENS IN SCHOOLS HAPPENS BETWEEN TEACHERS AND STUDENTS, THE SECOND IS WHAT HAPPENS WITH ADMINISTRATORS, THEIR IMPACT ON THE TEACHING AND LEARNING ENVIRONMENT ON SCHOOLS IS TREMENDOUS. WE HAVE SPENT TIME IN THE LAST THREE YEARS SINCE THE PANDEMIC RE-CENTERING OUR POSITION WITH DIRECTORS TO SET THEM AS INSTRUCTIONAL LEADERS. WE TALK ABOUT SMALL GROUPS OF STUDENTS, WE GO INTO BUILDINGS AND SAY WHO ARE YOU MOST CONCERNED ABOUT AND WHY? EIGHTH GRADE MATH, DRILL DOWN FURTHER, WHAT ABOUT EIGHTH GRADE MATH, WHO ARE THE KIDS? WHEN THEY GET DOWN TO IT THEY GET INTO SMALL GROUPS. SIX OR EIGHT OR 12 STUDENTS. NOT SURPRISINGLY THEY FIT INTO SUBGROUPS THAT NEED THE WORK BECAUSE THAT IS WHAT THE DATA SHOWS. SO IDENTIFYING SMALL GROUPS OF STUDENTS. THEY GO THROUGH A INQUIRY CYCLE AND THINK ABOUT THE LEARNING

[01:30:10]

SUCCESS. >>> AS YOU KNOW THE GRADUATION RATE AT 94 POINTS OF THE PERCENT AS WE LOOK AT DATA AND I WANTED TO CONTINUE HIGHLIGHTING SMALL GROUPS, THE WORK IS INCREMENTAL, FOR EXAMPLE, OR BLACK AFRICAN-AMERICAN STUDENTS HAVE A POSITIVE ANNUAL TREND AND WERE RANKED FIRST IN TERMS OF INCH MARK DISTRICTS, AS YOU LOOK AT THE NUMBERS WE ARE TALKING ABOUT EIGHT STUDENTS THAT DID NOT GRADUATE ON TIME, THAT IS STILL TOO MANY. IF YOU TAKE THOSE EIGHT AND SPREAD THEM ACROSS ALL OF THE HIGH SCHOOLS THE NUMBERS BECOME SMALLER. WE KEEP TALKING ABOUT SMALL NUMBERS OF STUDENTS AND BUILDINGS IDENTIFYING THEM, WE GIVE NAMES AND FACES TO PEOPLE WHICH YOU DO NOT SEE HERE.

ANOTHER EXAMPLE WOULD BE THE HISPANIC AND LATINO STUDENTS, A POSITIVE ANNUAL TREND, MIDDLE OF THE ROAD FOR THE RANKING BUT THAT SHOWS 33 STUDENTS NOT GRADUATING ON TIME AND IF YOU SPREAD THEM OVER THE COURSE OF ALL OF THE HIGH SCHOOLS THEY ARE SMALL NUMBERS AND THOSE ARE STUDENTS THAT CONTINUE TO GIVE PROSPECTIVE INVOICE INTO THEIR EXPERIENCE. SOME OF THE TABLES WE HAVE SEEN, PERCENTS OF STUDENTS GRADUATING IN FOUR YEARS, IT IS THE HIGHEST GRADUATION RATE TO DATE, WE ARE SEEING INCREMENTAL PROGRESS ON A SCALE OF 80-100 SO IT DOES ALLOW US TO DEMONSTRATE CHANGE OVER TIME AS WE LOOK AT THE REPORT. IF IT WAS 0-100 IT WOULD BE LESS STEEP. WE DO SEE A POSITIVE UPWARD TREND IN GRADUATION RATES. FOR THE MULTILINGUAL STUDENTS YOU CAN SEE THE PREVIOUSLY ELIGIBLE ML STUDENTS, UP HERE IN THE GREEN ARE OUTPERFORMING ARE NEVER ELIGIBLE STUDENTS WHICH IS A INTERESTING DATA POINT. AS YOU

[01:35:04]

[01:40:06]

GRADUATING IN SEVEN YEARS. I MADE THE RED BOX BIGGER TO POINT OUT THIS IS A MEASURE OF THE CLASS OF 2020. A SEVEN YOUR GRADUATION RATE AND WE ARE BENCHMARKED AT NUMBER TWO FOR THAT PARTICULAR DATA SET. PERCENT OF STUDENTS ENROLLING IN POST SECONDARY. YOU CAN SEE 79.6%, YOU SEE A ANNUAL TREND OF A NEGATIVE ONE POINT ONE. WE RECEIVED THE DATA FOR NATIONAL CLEARINGHOUSE WHICH LETS US KNOW WHICH STUDENTS ACCESS POST SECONDARY WHICH IS A 2-4 YEAR COLLEGE OR UNIVERSITY. WE WILL WATCH MORE CLOSELY AS THE MEASURE GOES ON.

WE KNOW THE COST OF COLLEGE IS RISING AND ACROSS THE NATION THE NUMBER OF STUDENTS ATTENDING COLLEGE IS GOING DOWN. I THINK WE NEED TO PAY ATTENTION TO THAT. THERE MAY BE A SYSTEM RESPONSE TO IT DEPENDING ON HOW THE DATA CONTINUES TO ROLL OUT. WE DO TALK ABOUT IN OUR VISION, PREPARING STUDENTS FOR COLLEGE AND THAT IS NOT THE BE ALL AND ALL. WE KNOW THERE IS PLENTY OF AVENUES FOR STUDENTS TO BE SUCCESSFUL, WHETHER IT BE MILITARY APPRENTICESHIPS OR TRADES. I THINK THERE IS THINKING ABOUT HOW WE CAN GET OTHER DATA TO HELP BETTER INFORM WHAT OPTIONS STUDENTS ARE CHOOSING. PART OF REPAIRING THEM FOR COLLEGE IS SO THEY CAN IF THEY WANT TO. THAT IS WHY WE HAVE THAT PART THERE. IT CERTAINLY DOES NOT MEAN THAT THE LAKE WASHINGTON SCHOOL DISTRICT ONLY VALUES THAT. WE VALUE STUDENTS BEING SUCCESSFUL AS YOU KNOW IN THE MISSION STATEMENT, WHATEVER THAT MIGHT MEAN FOR THEM. WE DID A SENIOR SURVEY LAST YEAR AND WE HAD A 57% RETURN RATE, 83% OF THOSE SAID THEY WERE PLANNING TO ATTEND A FOUR-YEAR COLLEGE OR UNIVERSITY. NINE SAID EIGHT TWO-YEAR OR TECHNICAL VOCATIONAL SCHOOL, FOR SAID A GAP YEAR AND 1% SAID THEY WERE WORKING IN THE FINAL 2% FOR A VARIETY OF RESPONSES INCLUDING MILITARY AND ONSHORE. WE WILL CONTINUE THE SURVEY AND MAKE ADDITIONAL EFFORTS TO INCREASE RESPONSE RATES. WE ALSO WANT TO TAKE A LOOK AT THE HIGH SCHOOL AND BEYOND DATA TO SEE IF THAT DATA CAN BE VALID AND RELIABLE AS A WAY TO HELP US UNDERSTAND WHAT STUDENTS MAY BE PLANNING FOR AFTER HIGH SCHOOL. WE THINK ABOUT POST HIGH SCHOOL AND AS YOU NOTICE DOWN HERE, IT IS NOT HIGHLIGHTED BUT YOU NOTICE THAT I AM POINTING TO THIS FOR A PARTICULAR REASON, THE NEXT SLIDE WHICH IS STUDENTS RECEIVING SPECIAL EDUCATION. WE HAVE A NEGATIVE ANNUAL TREND AND PERCENTAGES NOT GREAT SORRY SHANNON IF YOU ARE LISTENING. DOCTOR HITCH PROVIDED THIS DATA TO US, I THINK IT IS REALLY PROMISING. THE STATE IS RELATED TO STUDENTS RECEIVING SPECIAL EDUCATION SERVICES COMING FROM THE CENTER FOR CHANGE FUNDED BY OSP I. THE DATA BEGAN IN 2017. THE FIRST TABLE DISPLAYS THE TOTAL NUMBER OF LEVERS AND I WILL NEED HELP WITH THAT AGAIN. THE TOTAL NUMBER OF RESPONDENTS. FOLLOWED BY THE TOTAL NUMBER RESPONDING TO THE SURVEY. THIS IS 80%, THIS IS LAKE WASHINGTON. YOU CAN SEE LAKE WASHINGTON UP HERE. WHAT I WANT TO SHOW YOU IS THE SECOND TABLE THAT DISPLAYS THE PERCENTAGE OF RESPONDENTS WHO

[01:45:01]

ELOQUENTLY OR NOT. >> I WILL SPEAK TO IT BRIEFLY.

THE POST SCHOOL OUTCOMES IS DATA COLLECTED FOR YEARS, IT USED TO BE OUR INTERNAL STAFF DOING THE INDIVIDUAL OUTREACH TO FORMER STUDENTS. THE SEATTLE UNIVERSITY IS CONTRACTED BY OSP I TO DO THE INDIVIDUAL OUTREACH. SO WHEN YOU SEE 142 RESPONDENTS OVER A SCHOOL YEAR, THAT IS INDIVIDUAL RESPONDENTS RESPOND TO A PHONE CALL AND PROVIDING INFORMATION ABOUT THE ACTUAL OUTCOME BEING HIGHER EDUCATION, COMPETITIVE EMPLOYMENT OR NO ENGAGEMENT.

MEANING THEY DID NOT FIT INTO ONE OF THE OTHER CATEGORIES.

IT SHOWS YOU THE MACRO LEVEL OF WASHINGTON STATE, HOW STUDENTS ARE ACCESSING HIGHER EDUCATION WHO WERE PREVIOUSLY SERVED IN SPECIAL EDUCATION PROGRAMS AND SERVICES IN LAKE WASHINGTON COMPARED TO WASHINGTON STATE. SO JUST ANOTHER DATA SOURCE AS WE ARE THINKING ABOUT HOW WE UNDERSTAND WHAT OUR STUDENTS

ARE DOING. >> CAN YOU CLARIFY WHAT LEVERS ARE? IS THAT STUDENTS WHO GRADUATED IN 22 REGARDLESS OF

WHEN THEY STARTED? >> THAT IS NOT OUR WORD, IT IS PART OF THIS STUDY. ANY STUDENT THAT EITHER GRADUATED OR LEFT IN 21-22. EVEN IF A STUDENT DID NOT GRADUATE, WHAT ARE THEY DOING POST LAKE WASHINGTON SCHOOL DISTRICT, IT COULD BE CONTINUING EDUCATION, THE OTHER EDUCATION PROGRAM INCLUDED STUDENTS THAT WERE CONTINUING TO WORK TOWARD THEIR GED OR HIGH SCHOOL DIPLOMA IN ANOTHER FORM OR FASHION OUTSIDE

OF LAKE WASHINGTON. >> REMIND ME AND PERHAPS THE AUDIENCE AS WELL, THE DEFINITION OF A COMPETITIVE COMPONENT. I THINK COMPETITIVE EMPLOYMENT MEANS I APPLIED, I INTERVIEWED AND I WAS SELECTED FOR THAT JOB WHERE OTHER EMPLOYMENT COULD BE PLACEMENT THROUGH ANOTHER ORGANIZATION.

SAYS IT COULD INCLUDE JOB COACHES AND THINGS LIKE THAT.

COMPLETING AT LEAST ONE DUAL CREDIT COURSE WITH A B OR HIGHER. WE SEE THAT OBVIOUSLY AT 95.3%. A DUAL CREDIT COURSE IS ANYTHING DESIGNATED AS ADVANCED PLACEMENT, COLLEGE, HIGH SCHOOL, LIKE RUNNING START.

>> THE REASON WHY THE BOARD SELECTED THIS , THE EVIDENCE SHOWS STUDENTS ARE BEING SUCCESSFUL IN A DUAL CREDIT COURSE, THERE IS A LINK BETWEEN THAT AND POST SECONDARY EDUCATIONAL SUCCESS AS WELL. SO IT IS ABOUT PREPARATION FOR

THE NEXT STEP. >> THE FINAL INDICATOR ARE NINTH-GRADE CREDITS, WE ARE AT 86.2%. WE HAVE A SLIGHTLY NEGATIVE ANNUAL TREND, DISTRICT BENCHMARKING AT 4. WE

[01:50:09]

CAN HELP INFORM THIS WORK. >> AS I WAS LOOKING AT THE DATA SET, IT RAISED MANY MORE QUESTIONS THAN ANSWERS FOR ME.

I WANT TO GO BACK IN THE LITERATURE TO UNDERSTAND WHAT IT IS REALLY LOOKING AT WHEN WE THINK ABOUT NINTH GRADE CREDIT . IN OUR DISTRICT STUDENTS GO FROM A SIX PERIOD MIDDLE SCHOOL TO A SEVEN PERIOD HIGH SCHOOL SCHEDULE AND WE ALSO KNOW STUDENTS COULD BE ON TRACK TO GRADUATE. I WANT TO MAKE SURE THE DATA WE ARE REPORTING ALIGNS WITH THE RESEARCH AND BRECHT BEST PRACTICES. NOT THAT I WANT KIDS FEELING COURSES AND NOT RECEIVING CREDIT, I KNOW FROM MANY THAT IS A TOUGH TRANSITION. HOMEWORK, RESPONSIBILITY, ORGANIZATION, ANOTHER ADULT OR TEACHER ALONG WITH EVERYTHING ELSE THE HIGH SCHOOL BRINGS. THAT AND THERE IS CONCERNING TRENDS IN THE DATA AS WELL. 58%, ABOUT HALF OF LOW INCOME HOUSEHOLDS STUDENTS ARE RECEIVING CREDIT IN ALL OF THEIR CLASSES IN NINTH GRADE. WE KNOW THAT AS A PREDICTOR FOR HIGH SCHOOL GRADUATION THERE IS THINGS TO UNPACK HERE AND WE NOTE THIS IS WROUGHT WITH AREAS WE NEED TO FOCUS ON

AS A DISTRICT. >> ALSO NOTING THE NUMBER OF CREDITS BETWEEN SIXTH AND SEVENTH . AS WE KNOW IN THE DATA, WHAT STUDENTS ARE FEELING AT A HIGHER RATE? SO WE HAVE SOME WORK WE ARE DOING ON PATHWAYS, WE ARE SEEING CHANGES IN OUR SCHOOLS GETTING KIDS PREPARED AND READY FOR ELIGIBLE ONE IN 8TH GRADE SO THEY HAVE ACCESS WITH THE TEACHERS AND ALSO ACCESS TO SCIENCE COURSES . IS THERE ANYTHING ELSE I MAY HAVE LEFT OUT ON THAT? YES. SO TONIGHT I HOPE YOU HEARD US TALK ABOUT THEY ARE BIG TO THE

[01:55:03]

>> THANK YOU VERY MUCH, DO WE HAVE ANY QUESTIONS OR COMMENTS IN REGARD TO THE INFORMATION PRESENTED? DIRECTOR.

>> WE LOOKED AT R 2 LAST TIME AND THERE IS SIGNIFICANT GAPS WE HAVE SEEN BETWEEN GROUPS, HOW DO YOU RECONCILE THE GAPS WITH THE FACT THAT WE DO GET MOST STUDENTS ACROSS THE FINISH LINE. I AM CURIOUS HOW YOU RECONCILE THE TWO DATA POINTS.

TO CHIME IN ON THIS. THAT IS WHAT I WONDERED ABOUT WHEN I PULLED UP THE NINTH-GRADE CREDITS. WE DO SOME WORK BY THE TIME THEY GET THERE BUT WHAT IS SOME OF THE WORK IN THE OTHER GAPS? THERE ARE SOME GRADING PRACTICES AND OPPORTUNITIES FOR STUDENTS TO MAKE UP CREDIT IN MORE CREATIVE WAYS, NOT JUST HAVING TO REPEAT THE ENTIRE SEMESTER OF THE COURSE FOR EXAMPLE AND THERE ARE OTHER THINGS NOT COMING TO MIND TO ME RIGHT NOW.

>> SIMILAR TO WHAT DALE MENTIONED, THERE IS A NUMBER OF DIFFERENT PATHWAYS TO REACH SUCCESS IN HIGH SCHOOL. WE KNOW THERE ARE STUDENTS THAT AS THEY GO THROUGH THEIR EXPERIENCE, THE SMARTER BALANCED ASSESSMENT IS NOT PART OF THE PROFILE THEY HAVE SUCCESS IN AND THAT IS ONE OF THE REASONS THE STATE HAS ADOPTED VARIOUS PATHWAYS TO MEET THE GRADUATION REQUIREMENT SO THERE IS 6-8 THE FRONT PATHWAYS, SO OUR SCHOOLS WORK HARD TO IDENTIFY A PATHWAY FOR STUDENTS THAT MAYBE SBA IS NOT GOING TO BE WHERE THEY FIND SUCCESS. SOME HAVE BEEN RECENTLY DEVELOPED BY THE STATE SUCH AS THE CTE COURSE PATHWAY OPTION SO WE IMPLEMENTED THAT I BELIEVE LAST SCHOOL YEAR FOR THE FIRST TIME AND IT ALLOWED STUDENTS TO PARTICIPATE AND HAVE SUCCESS IN THAT PATHWAY.

THERE IS A PERFORMANCE-BASED PATHWAY THE STATE BOARD OF EDUCATION IS NOW PUTTING RULES IN PLACE FOR. THE PATHWAY IS ONE THING. CREDIT RETRIEVAL IS SOMETHING WE WORKED HARD TO UNDERSTAND BECAUSE WE DO NOT WANT TO JUST CHECK THE BOX, YOU DID A COURSE, GO TO TWO MORE THINGS AND WE GIVE YOU THE CREDIT FOR THE COURSE, BUT WE ACTUALLY MAP, YOU PARTICIPATED , HERE IS THE LEARNING YOU WERE NOT ABLE TO DEMONSTRATE SO WE WILL MAP YOUR CREDIT RETRIEVAL WORK TO WHAT YOU DID NOT LEARN SO YOU CAN EARN CREDIT. THERE IS A REQUIREMENT FOR EARNING CREDIT AND ALSO THE DEMONSTRATION FOR THE LEARNING THAT NEEDS TO OCCUR. SO WE WORKED HARD OVER THE LAST 5-7 YEARS AROUND CREDIT RETRIEVAL SO ALL OF THE HIGH SCHOOLS HAVE CREDIT RETRIEVAL PROGRAMS IN PLACE SO AS STUDENTS ARE DEMONSTRATING LEARNING IN SEMESTER ONE , THEY ARE ABLE TO ACTUALLY MOVE INTO A CREDIT RETRIEVAL OPTION AND OPPORTUNITY. THE OTHER PIECE IS, OUR SCHOOLS TO A TREMENDOUS JOB OF TRACKING DOWN TO THE STUDENT LEVEL, STARTING IN THE FRESHMAN YEAR TO UNDERSTAND WHICH STUDENTS WE NEED TO PROVIDE ADDITIONAL LAYERS OF SUPPORT FOR AND ONCE THEY START TO GET TO THE JUNIOR AND SENIOR YEAR, THOSE ARE DIRECT AND EXPLICIT CONVERSATIONS WITH STUDENTS AND FAMILIES , JUST BECAUSE A STUDENT IS STRUGGLING DOES NOT MEAN THEY DO NOT HAVE THE SAME GOAL OF GRADUATION AND POST SECONDARY SUCCESS OR OPTIONS AND OPPORTUNITIES SO COUNSELORS ARE WORKING A HARD TO MAKE SURE STUDENTS ARE NOT FALLING THROUGH THE GAPS, PART OF THAT IS THE VARIOUS PROGRAMS AND SUPPORTS, THE CREDIT RETRIEVAL, AS I THINK ABOUT THE VARIOUS LANGUAGE ACCESS , I AM TRYING TO THINK OF THE NAME FOR WHAT THEY ARE OFFERING AT EASTLAKE AND REDMOND, FOR NATIVE SPANISH SPEAKING STUDENTS. ALL OF THE SUPPORTS IN PLACE AND IT IS

[02:00:06]

>> I WAS GOING TO SAY, DIGGING INTO THE DATA TO LOOK AT THE INTERSECTION NULLITY, THEY LOOK LIKE DISCRETE GROUPS BUT THEY ARE KIDS CROSSING OVER AN UNDERSTANDING THOSE KIDS IS A IMPORTANT PIECE OF THIS AND THE OTHER THING, AS PART OF THE HIGH SCHOOL COMMITTEE, WE HAVE BEEN EXAMINING COMING OUT BOTH MIDDLE SCHOOL CREDIT, THE EXPERIENCE IN OUR DISTRICT LOOKS DIFFERENT THAN MANY OTHER DISTRICTS AND WE HAVE A LOT OF KIDS COMING OUT OF MIDDLE SCHOOL WITH UP TO THREE CREDITS ACCRUED ALREADY SO LOOKING AT THAT AND HOW IT PLAYS OUT WITH A SEVEN PERIOD DAY AND I DO NOT WANT TO SAY WE WOULD INTENTIONALLY NOT PASS A CLASS BUT WE HAVE OPPORTUNITY FOR KIDS TO GAIN MORE CREDITS THAN THEY NEED TO GRADUATE. SO ALL OF THAT PLAYS INTO IT AND THE OTHER PIECE, WHEN YOU LOOK AT THE EXTENDED GRADUATION RATE, YOU MAY NOT GRADUATE ON TIME IN FOUR YEARS BUT WE ARE KEEPING KIDS AND LONGER. THIS YEAR I WOULD ENCOURAGE YOU TO GO TO THE SUMMER GRADUATION ALSO. WE HAD SEVERAL GENTLEMEN LAST YEAR THAT NEEDED A LITTLE EXTRA TIME TO GET ACROSS THE FINISH LINE.

KEEPING KIDS ENGAGED IN THAT WAY IS A IMPORTANT COMPONENT THAT TELLS A DIFFERENT STORY THAN THAT PARTICULAR DATA SET.

>> VERIFICATION ABOUT THE NINTH-GRADE CREDIT. THE LARGEST CLASS, THE COURSE IS ALGEBRA ONE WITH 170 STUDENTS THAT ARE NOT RECEIVING CREDIT. I AM CURIOUS, DOES THAT INCLUDE ACTUAL NINTH GRADERS? I KNOW IT GREETERS ARE TAKING THE

CLASS AS WELL. >> THAT WOULD JUST BE NINTH

GRADERS FOR THIS REPORT. >> THANK YOU.

>> IF YOU THINK ABOUT THE MATH PATHWAYS IN MIDDLE SCHOOL, YOU WERE TRACKED INTO 6-7+ ALGEBRA SO THERE IS QUESTION ABOUT THE PREPAREDNESS FROM THE 6-7-8 MIDDLE SCHOOL SO THAT IS PART OF THE RATIONALE FOR THAT CHANGE , EVERYBODY IS 6+ OR 7+ AND AT LEAST HAS THE OPTION FOR EIGHTH GRADE ALGEBRA.

>> A FOLLOW-UP QUESTION, WITH THE WORK BEING DONE IN MIDDLE SCHOOL PATHWAYS, TRYING TO GET MOST OR ALL EIGHTH-GRADERS TO TAKE IT, WILL ALGEBRA ONE STILL BE OFFERED AT HIGH SCHOOLS? FOR STUDENTS THAT DO NOT SEE SUCCESS?

>> THAT IS NOT THE INTENT TO ELIMINATE ALGEBRA FROM HIGH SCHOOL SO THAT WOULD STILL BE A OPTION. WE ALSO HAVE STUDENTS THAT TRANSFER IN FROM OTHER DISTRICTS.

>> QUESTIONS? DIRECTOR STUART? I THINK I HEARD EARLIER THAT ONE OF HER STUDENTS NEEDED TO LEAVE AT NINE. IF YOU DO NEED TO LEAVE FEEL FREE TO STEP OUT.

>> I AM ENCOURAGED BY THE USE OF THE STREET DATA, THE ONE THING ALWAYS MISSING IN THE NUMBERS ARE THE WIFE. I AM HOPING THE STREET DATA WILL ENABLE US TO FIND THE WISE.

ESPECIALLY WITH LOW INCOME STUDENTS, WHAT IS PREVENTING YOU FROM ACHIEVING? IN ANY OTHER GROUPS THAT ARE STRUGGLING AS WELL. HOPEFULLY THE STREET DATA WILL PROVIDE THAT, IF NOT WE NEED ANOTHER METHOD.

>> I HAVE ONE QUESTION FOR TABLE 4, I BELIEVE THE STIPULATION IS IF YOU ARE ENROLLING IN POSTSECONDARY WITHIN TWO YEARS AND I WAS CURIOUS, IS THERE A REASON WHY IT IS LIMITED TO TWO YEARS OR IS IT A BYPRODUCT OF THE DATA

WE HAVE? >> THAT IS A GREAT QUESTION. I

DO NOT KNOW. >> THAT IS THE DATA SOURCE WE HAVE ACCESS TO. THERE USED TO BE A DATA SOURCE THAT TRACKED

[02:05:02]

>> SO IT IS THE NATIONAL CLEARINGHOUSE.

>> ONE CLARIFICATION ON THAT, IF A STUDENT DID GRADUATE IN SEVEN YEARS, IS THERE COUNTER FOR TWO YEARS POST-GRADUATION OR THE EXTENDED HIGH SCHOOL YEARS?

>> THAT IS A NUANCE WE WILL HAVE TO CHECK WITH TIM ON. YOU

DUG TOO DEEP. >> ANY OTHER QUESTIONS?

>> HEARING NUMBER QUESTIONS, THANK YOU DOCTOR. NOW IT IS THE BOARD'S RESPONSIBILITY TO CONSIDER THE REPORT AS EVIDENCE IN THE DISTRICTS PERFORMANCE. REMINDER OF THE CRITERIA WE AGREED TO. THE CURRENT POLICY AS WRITTEN IS REASONABLE AND THE SUPERINTENDENT HAS PROVIDED EVIDENCE TO ENSURE THE BOARD THE ORGANIZATION HAS PROGRESSED THE PROVISIONS AND POLICY. I WILL ENTERTAIN A MOTION TO ACCEPT AND IMPROVE THE MONITORING REPORT FOR RESULTS ONE THE MISSION OF THE

DISTRICT. >> MOVED TO ACCEPT THE MONITORING REPORT FOR RESULTS ONE AS PRESENTED WHICH IS IN COMPLIANCE WITH THE KNOWN EXCEPTIONS. THANK YOU.

>> SECOND. >> IT HAS BEEN MOVED BY DIRECTOR LIBERTY AND SECONDED, THE BOARD ACCEPTS AND APPROVES THEM MONITORING REPORTS ONE WITH NOTED EXCEPTIONS. ANY

FURTHER DISCUSSION? >> DIRECTOR LIBERTY.

>> I WANT TO HIGHLIGHT AGAIN IN THE MEETING , THERE IS DATA IN THIS WORTH CELEBRATING AND IT IS IMPORTANT WE DO THAT. IF YOU LOOK AT THE LONG-TERM TREND OF GRADUATION DATA. THERE IS A TREND. A CONSISTENT TREND UPWARDS. NOT JUST FOR THE STUDENT POPULATION AT LARGE BUT WHEN YOU LOOK AT ALMOST EVERY SUBGROUP, IT IS THE SAME TREND IN FACT. FOR MANY THE GAP IS CLOSING CONSIDER A PLEA. THE DATA DEMONSTRATES THERE IS GREAT WORK GOING ON AND THAT IS IMPORTANT TO CELEBRATE. IT IS EASY TO CALL OUT CHALLENGES AND WHERE WE COME UP SHORT. IT IS OFTEN MOST GLARING. I THINK IT IS ALSO IMPORTANT TO CELEBRATE WHEN THERE ARE SUCCESSES.

>> ANY OTHER POINT OF DISCUSSION? DIRECTOR.

>> I MENTIONED THIS IN THE MEETING BUT I FEEL STRONGLY ABOUT IT. THIS IS THE VISION AND I KNOW THIS IS OLD. I STRUGGLE WITH THE WORDS PREPARE FOR COLLEGE, I NOTE THAT IS STILL PART OF THE JOB OF THE DISTRICT, THE LANGUAGE NEEDS TO SHOW THE DISTRICT VALUES PREPARING FOR COLLEGE MORE THAN OTHER PATHWAYS, OR IF WE SAY THAT WE NEED TO SAY PREPARED FOR MILITARY OR CULINARY SCHOOL, IS THERE A WAY WE CAN LUMP ALL OF THAT INTO A UMBRELLA TERM SO IT DOES NOT SEEM WE ARE PULLING THAT OUT AS MORE SPECIAL OR MORE IMPORTANT? THAT IS SOMETHING I AM STUCK ON. IT IS NOT A HILL I WILL DIE ON BUT SOMETHING I WANT TO SAY.

>> DIRECTOR. >> I SHARE THAT CONCERN. FROM THE PRESENTATION HERE AND THE MEETINGS WE HAD PREVIOUSLY I HAVE A LOT OF REASSURANCE THAT WE DO CARE DEEPLY ABOUT STUDENTS HAVING A LOT OF PATHWAYS AND NOT JUST COLLEGE AS THE ONE SOURCE OF SUCCESS. I'D DO WORRY IF ANYBODY WERE TO READ THE MONITORING REPORT IT MAY NOT COME THROUGH. JUST THE MESSAGE IT SENDS TO THE COMMUNITY. ALONG THOSE POINTS I DID WANT TO CALL OUT A SPECIFIC ACCOMMODATION AROUND STUDENTS , THE ON-TIME GRADUATION RATE IS LOW, THAT SUBGROUP IS TECHNICALLY DIFFERENT FROM OTHER SUBGROUPS OF STUDENTS. BECAUSE THE DUTCH CONTINUE UNTIL 21 OR GRADUATION. SO AGAIN ON THE THEME OF THERE IS NOT ONE

[02:10:02]

I ALSO WANT TO CALL OUT THAT WE CELEBRATED THE ON-TIME GRADUATION RATE IS THE HIGHEST IT HAS EVER BEEN IN THE EXTENDED IS AS WELL. THEY SHOULD HAVE EQUAL RATE.

>> DIRECTOR. >> I AM TRYING TO UNDERSTAND , I WENT BACK AND I WATCHED R 1 FROM LAST YEAR I LOOKED AT THE MONITORING REPORT AND THE SUGGESTIONS MADE. THERE ARE A LOT OF GREAT IDEAS THAT WERE DISCUSSED AND SUGGESTIONS PROPOSED, DO THOSE EVER GET IMPLEMENTED OR DO WE JUST SAY THEY ARE NICE TO HAVE AND THEN IT GOES AWAY? I AM JUST CURIOUS WHAT HAPPENS WITH THAT PROCESS? I AM NEW AND STILL

LEARNING HOW THIS WORKS. >> AS WE THINK ABOUT THE BOARD'S ROLE OF MONITORING POLICY, AS THE BOARD THINGS ABOUT HOW YOU ARE EVALUATING THE OVERALL POLICY OF RESULTS ONE, WE WILL TAKE THAT AS THE EXAMPLE, THE MISSION AND VISION OF THE DISTRICT, WE AGREE TO INDICATORS THAT WILL BE EVALUATED, THAT IS THE ESSENCE OF THE MONITORING AND THE COMMENTARY AROUND THAT REALLY IS AROUND THE BOARD'S IDEAS AND SUGGESTIONS. THEN IT IS MY TEAM THAT TAKES THE COMMENTARY AND WE WORK TO PACKAGE A SYSTEMIC RESPONSE TO THOSE. IF THERE IS A SPECIFIC AREA YOU HAD A QUESTION ABOUT I WOULD BE HAPPY TO RESPOND TO THAT. IN GENERAL THE BOARD MAKES SUGGESTIONS AROUND POLICY UPDATES , WE WOULD LIKE TO TALK ABOUT THAT, THERE IS DIFFERENT DATA OR YOU ARE NOT FULLY MONITORING THE POLICY LIKE AS WE MET LAST WEEK ONE-ON-ONE ONE OF THE COMMENTS WAS WE DO NOT FEEL LIKE WE ARE EVALUATING PERSONAL SUCCESS, WE ARE NOT SURE WE CAN BUT WE ARE NOT REALLY EVALUATING PERSONAL SUCCESS SO IF THE BOARD SAID SUPERINTENDENT BRING BACK TO US DATA AND INDICATORS RELATED TO PERSONAL SUCCESS THAT WOULD BE A DIRECTIVE FROM THE BOARD AROUND YOUR POLICY EVALUATION. AS OPPOSED TO GO IN AND ADOPT A NEW PROGRAM FOR STUDENTS RECEIVING SPECIAL EDUCATION

SERVICES. >> CAN I GIVE A EXAMPLE? TRANSFER STUDENTS, THE PERCENTAGE DECREASED FROM 81.32 77 POINT TO SO THAT IS A DECREASE. SO LAST YEAR IT WAS SUGGESTED, CAN YOU LOOK INTO THE TRANSFER STUDENTS AND SUCCESS IN GRADUATION AND THERE WAS A COMMENT TO SEE THE BREAKDOWN OF TRANSFER STUDENTS BY GROUP. IS THAT SOMETHING THAT IS A DIRECTIVE OR IS IT JUST INTERESTING?

>> YOU DO NOT HAVE TO APOLOGIZE. I THINK IN THAT TYPE OF SITUATION WHEN YOU ARE ASKING FOR A DIFFERENT WAY TO VIEW THE DATA THERE IS RESTRAINTS AROUND THE SYSTEM AND POTENTIALLY THE DAY THAT THEY CAN AND CANNOT PROVIDE.

IN GENERAL THE PROCESS IS, WHEN WE MONITOR WE HAVE OUR DISCUSSION WE PROVIDE A SUMMARY OF OUR DISCUSSION WHICH IS APPROVED BY THE BOARD AND AGREED UPON BY THE BOARD AND

[02:15:06]

>> IT DEPENDS ON THE CHANGES. IF IT IS SUBSTANTIAL CHANGES TO THE POLICY LANGUAGE, SO WE JUST DID BIG CHANGES FOR 3 AND 2 AND THEY WERE CONTINUOUS DISCUSSIONS AND CHANGES TO POLICY LANGUAGE, SOMETIMES IT IS REALLY SMALL CHANGES LIKE THIS INDICATOR DOES NOT WORK OR THERE MAY BE MINOR THINGS.

IT IS A CASE-BY-CASE BASIS ALMOST. IS THAT CLEAR? A LITTLE BIT? CLEAR AS MUD. DOES ANYBODY ELSE WANT TO ADD TO THAT EXPLANATION? I AM LOOKING AT OUR TWO DIRECTORS WHO ARE NOT NEW. ALL RIGHT, IF YOU HAVE MORE QUESTIONS WE CAN ALWAYS DISCUSS FURTHER. I DID HAVE ONE DISCUSSION POINT I GUESS AND THAT IS WITH TABLE 6. THE PERCENT OF NINTH GRADERS EARNING CREDIT FOR ALL COURSES ATTEMPTED. I HAVE THE SAME CURIOSITY, HOW MUCH IS THE TRANSITION FROM MIDDLE TO HIGH SCHOOL RESPONSIBLE FOR THE SUCCESS WE ARE SEEING OR LACK OF SUCCESS FOR SOME STUDENTS. I WAS CURIOUS WHETHER OR NOT WE SEE A SIMILAR STRUGGLE IN THE TRANSITION FROM ELEMENTARY TO MIDDLE. YOU COULD ARGUE THAT TRANSITION IS A WEAKER TRANSITION GOING FROM A ELEMENTARY SCHEDULED DATE TO SOMETHING MORE LIKE A HIGH SCHOOL VERSUS A 6-7 PERIOD. I WOULD SAY THAT IS A BIGGER TRANSITION AND I AM CURIOUS TO SEE IF WE SEE THE SAME DEGREE OF STRUGGLE AND IF SO , WHAT DOES THAT MEAN AND IF NOT WHAT DOES IT MEAN IN TRYING TO POTENTIALLY ANSWER THE DATA WE ARE SEEING IN THIS TABLE. I WILL LEAVE IT AS A QUESTION. ANYONE ELSE? HEARING NO FURTHER DISCUSSION WE WILL PROCEED TO VOTE ON THE MOTION, IT HAS BEEN MOVED BY DIRECTOR LIBERTY AND SECONDED, THAT THE BOARD ACCEPT AND APPROVE THE MONITORING REPORT WITH NOTED EXCEPTIONS, ALL THOSE IN FAVOR SIGNIFY BY VOTING.

>> I WAS A MINUTE LATE THERE, I AM SORRY.

>> ALL OPPOSED? HEARING NONE, THE MOTION CARRIES. THE BOARD WOULD LIKE TO COMMEND THE SUPERINTENDENT AND ITS TEAM FOR THE RESULTS FOR OUR DISTRICT. DO WE NEED A RECESS? THE BOARD WILL CONVENE INTO A FIVE MINUTE RECESS. WE WILL COME BACK -- MEETING. YES, ALL RIGHT, THANK YOU EVERYONE. WE DO HAVE ANOTHER AGENDA ITEM BUT I BELIEVE THERE IS A MOTION.

>> I LOVE ADDING AGENDA ITEMS FOR THOSE ON THE BOARD. SO FOR TWO REASONS WHICH I WILL ARTICULATE IN THE MOTION I WILL

[02:20:01]

>> SO WE HAVE A MOTION TO TABLE THE BOARD SUMMARIES FOR OE THREE, FIVE AND NINE UNTIL THE NEXT BOARD MEETING ON MARCH 25. I HEARD A SECOND. DIRECTOR STEWART. ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING. ALTHOUGH SUPPOSED,

[G. Superintendent Report]

REPORT. >> OKAY, TONIGHT I WANTED TO SHARE A REPORT WITH THE BOARD AROUND A JOURNEY YOU ARE FAMILIAR WITH, THE JOURNEY OF OUR LEGISLATIVE PROPOSAL THIS YEAR AND I WANT TO SHARE WITH YOU WHAT IT WAS, WHERE IT WENT AND WHERE IT DID NOT GO AND LESSONS LEARNED BECAUSE IN MY 10 YEAR I HAVE SAT ON THE EXECUTIVE CABINET I BELIEVE 411-12 YEARS AND THIS IS THE FIRST TIME I CAN RECALL US PUTTING FORWARD LANGUAGE THAT WAS SPECIFIC. SO WE LEARNED LESSONS ALONG THE WAY BUT WE ALSO -- IT IS IMPORTANT WE THINK ABOUT HOW WE LEARN THOSE LESSONS AND NOT RINSE AND REPEAT ON THE PROCESS. THE WASHINGTON SCHOOL DISTRICT HAS BEEN ACTIVE IN THE LEGISLATIVE PROCESS. THE BOARD HAS DONE TREMENDOUS WORK AROUND DEVELOPING A LEGISLATIVE PLATFORM EACH YEAR, THAT HAS COME IN COLLABORATION WITH STAFF TO UNDERSTAND THE KEY ASPECTS OF LEGISLATION THAT CAN IMPACT OUR SCHOOL DISTRICT AND OUR STUDENTS TREMENDOUSLY.

THE BOARD PARTICIPATES ACTIVELY WE WORKED DILIGENTLY TO ESTABLISH AND MAINTAIN RELATIONSHIPS BOTH ELECTIVE TO ELECTIVE AND STAFF TO ELECTIVE AND WE ARE CONSISTENTLY MEETING WITH EACH OF OUR MEMBERS BEFORE AND AFTER SESSION , BEFORE TO UNDERSTAND WHAT THE THINGS ARE THEY ARE THINKING ABOUT AND THEY CAN UNDERSTAND OUR PLATFORM AND AFTER THE SESSION TO TRULY HEAR FROM THEM ABOUT HOW THEY VIEWED THE SESSION AND WHAT THEY ACCOMPLISHED. WE DO MEET WITH THEM DURING THE SESSION AND THAT IS THE NEXT BULLET WHERE WE ARE COMMUNICATING DIRECTLY THROUGH PHONE, IN PERSON , WE MESSAGE THEM BUT WE ALSO TAKE A ACTIVE ROLE IN TESTIFYING ON BILLS THAT HAVE A IMPACT TO OUR STUDENTS, OUR SCHOOL DISTRICT. WE DO THAT IN PERSON AND VIRTUALLY. I KNOW I WRITE QUITE A FEW LETTERS TO THE DELEGATION THROUGHOUT THE SESSION TO MAKE SURE THEY UNDERSTAND AS THEY ARE GOING THROUGH THE BILL PROCESSES, HOW THESE BILLS WILL PLAY OUT BOTH POSITIVELY AND NEGATIVELY FOR THE SCHOOL DISTRICT. ONE OF THE THINGS OUR DELEGATION HAS SAID OVER THE YEARS IS THAT THEY WOULD LIKE SCHOOL DISTRICTS TO BRING LANGUAGE FORWARD THAT IS SPECIFIC, ADDRESSES A NEED OR PROBLEM, CLOSES GAPS, APPLIES TO A BROAD SCOPE OF STAKEHOLDERS AND WE CONSIDER COST AND WHEN THEY SAY CONSIDER COST, AND WHAT THEY MEAN IS PLEASE BRING SOMETHING THAT HAS NO COST. WE COMPLIED WITH ESSENTIALLY ALL OF THESE WITH WHAT WE BROUGHT FORWARD SO I APPRECIATE THE TEAM AND THE BOARD FOR THOUGHTFULLY BRINGING FORWARD SOMETHING TO OUR DELEGATION THAT REALLY DID MEET MANY OF THESE ELEMENTS AND THE GAP WE IDENTIFIED WAS THE ABILITY TO FIND CAPITAL CONSTRUCTION LEVIES TO REBUILD

[02:25:04]

YOU MIGHT SAY IF YOU ALREADY USED THE STRATEGY, WHAT IS WRONG? THIS IS A PORTION OF THE RCW, I DID NOT PUT THE ENTIRE THING IN BECAUSE HE GOT LENGTHY AND IT WAS NOT THE POINT OF OUR ADVOCACY. IT SAYS IN ADDITION TO THE AUTHORITY GRANTED UNDER RCW 28 530.010, A SCHOOL DISTRICT, SO THAT HIS REGULAR BONDS , THE SCHOOL DISTRICT MAY CONTRACT INDEBTEDNESS FOR ANY PURPOSE SPECIFIED IN THE RCW, NUMBERS 2-4-5. THEY ARE VERY SPECIFIC ACTIVITIES THAT A SCHOOL DISTRICT CAN USE LG OWES TO ACCOMPLISH THE FRONT FUNDING OF PROJECTS. WHAT IT DOES NOT ALLOW IS FOR THE CONSTRUCTION OR THE BUILDING OF NEW SCHOOL SITES. SO WHY IS THIS IMPORTANT? BY NOT ALLOWING FOR NUMBER THREE IN THE BOND PROGRAM IN THE RCW , NUMBER THREE IS ALL ABOUT BUILDING SCHOOLS. SO A FULL SCHOOL AND RIGHT NOW WE CAN DO ADDITIONS WITH LG OWES OR PURCHASE A BOILER WE CAN REDO A HVAC SYSTEM SO WE CAN DO ALMOST EVERY CAPITAL ACTIVITY WITH THE EXCEPTION OF BUILDING A NEW SCHOOL SO WHEN WE THINK ABOUT ELLICOTT, SMITH, EVERGREEN , ALL OF THOSE SCHOOLS, AS WE THINK ABOUT USING A CAPITAL CONSTRUCTION LEVY, AT THIS POINT IN TIME WE HAVE TO WAIT UNTIL FUNDS ARE COLLECTED TO BE ABLE TO PAY FOR THAT SCHOOL SITE SO WHY IS THIS IMPORTANT? THERE IS TWO SPECIFIC REASONS. FIRST IT ALLOWS STUDENTS TO HAVE A MODERN LEARNING FACILITY EARLIER THAN IF WE WAITED FOR THE FULL COLLECTION OF A LEVIES CYCLE. THE SECOND AND PROBABLY ONE OF THE PRIMARY REASONS WE PUT FORWARD TO OUR DELEGATION, IT SAVES THE PUBLIC MONEY BECAUSE BY BUILDING SCHOOLS EARLIER, WE AVOID CONSTRUCTION ESCALATION COSTS AND RIGHT NOW WE ARE SEEING CONSTRUCTION ESCALATION COSTS OF ABOUT 8% ANNUALLY ON THE LOW END OF ESCALATION. SO WHEN YOU THINK ABOUT 8% ON LARGE SCALE PROJECTS, THE DOLLARS ARE QUITE SUBSTANTIAL. JUST A EXAMPLE WHICH I AM SAYING IT IS A EXAMPLE BUT IT IS THE REAL NUMBERS. THE TOTAL COST OF THE ELEMENTARY SCHOOL TODAY IS 80 MILLION. I RECALL 10 YEARS AGO THE COST OF A ELEMENTARY SCHOOL WAS BETWEEN 40 AND 50 MILLION. SO YOU CAN SEE THOSE CONSTRUCTION ESCALATION COSTS ARE REAL. IF THE COST TODAY IS 80 MILLION AND WE KNOW THAT

[02:30:01]

THE REPRESENTATIVE BROUGHT IT TO THE HOUSE EDUCATION COMMITTEE AND IT MOVED FORWARD AND ULTIMATELY PASSED OUT OF THE HOUSE. WE ALSO KNOW THAT AS WE THINK ABOUT LEGISLATIVE WORK THAT WE NEED TO PARTNER WITH OSP I BECAUSE THEY PROVIDE FISCAL NOTES TO THE LEGISLATURE. WHILE YES, IN THEORY, OSP I SUPPORTED THE CONCEPT, WE NEED TO MAKE SURE WE DUG DEEPER WITH THE FOLKS THAT WERE WRITING THE FISCAL NOTES SO THEY UNDERSTOOD THE BILL AND THE IMPLICATIONS BECAUSE THEY WROTE A FISCAL NOTE AND HANDED IT OFF TO THE SENATE AND THE SENATE READ IT AND THERE WERE SOME DIFFERENCES IN OPINIONS BETWEEN US AND OSP I AND WE TALKED TO THEM AND THEY REVISED THE FISCAL NOTE SO IT INDICATED THERE WAS NOT A FISCAL IMPACT BUT THE DAMAGE WAS DONE. WHEN THE SENATE WAS HANDED THAT FISCAL NOTE THAT SHOWED THERE WAS SUBSTANTIAL FISCAL OBLIGATION FOR THE STATE, EVEN THOUGH IT WAS REVISED, THAT IS CENTRALLY COST THE THINKING OF MANY SENATORS TO BE CONCERNED, RIGHTFULLY SO. SO SENATE BILL 59 -- THE BILL , IT DIED IN THE SENATE WAYS AND MEANS COMMITTEE, IT DID NOT GET PAST OUT OF THE SENATE BECAUSE OF SOME OF THE INFORMATION. THE HOUSE DID PASS IT OUT, SO IF THE HOUSE PASSED IT THE SENATE HAD THE OPPORTUNITY TO RESPOND TO IT AND UNFORTUNATELY THE HOUSE BILL THAT WAS PASSED NEVER RECEIVED A HEARING ON THE SENATE SIDE IN THE EDUCATION COMMITTEE SO IT DID NOT MOVE FORWARD AND SOME PEOPLE REFER TO THAT AS A BILL DIANE, I AM SAYING IT IS TAKING A NAP BECAUSE IT WILL COME BACK NEXT YEAR. NOT A ZOMBIE, IT WILL BE VERY ALIVE AND THAT IS WHERE WE GET TO OUR LESSONS LEARNED. YOU GO THROUGH THE PROCESSES AND THERE IS THINGS WE COULD HAVE DONE ALONG THE WAY THAT COULD HAVE IMPROVED, NOT ONLY OUR CHANCES BUT THE UNDERSTANDING OF OUR DELEGATION IN THE VARIOUS COMMITTEES THAT WERE HEARING THE BILL. BUILDING A COALITION. WE TRULY WERE OPERATING IN ISOLATION FOR THE MAJORITY OF THE SESSION AND THEN LATE IN THE GAME WE RECEIVED INFORMATION THAT OUR DELEGATION, THE SENATE EDUCATION COMMITTEE, THE WAYS AND MEANS COMMITTEE, DAVE VIEWED THIS AS A SINGLE DISTRICT BENEFIT ONLY. THIS IS A CHANGE IN THE LAW THAT COULD BENEFIT EVERY SCHOOL DISTRICT AND I HAVE COME UP WITH MULTIPLE SCENARIOS OR EVEN SMALL DISTRICTS THAT DO NOT HAVE THE TAX BASE LIKE WASHINGTON DOES COULD AND IF IT FROM THIS TO BUILD A SCHOOL. SO WE REALLY NEED TO THINK CREATIVELY AND BUILD A COALITION WITH OUR PARTNER

[02:35:03]

WHEN WE START HAVING FOLLOW-UP MEETINGS WITH OUR DELEGATION, THAT IS WHEN WE NEED TO START WORKING WITH THEM AROUND THE STRATEGY TO BRING THIS FORWARD BECAUSE THIS IS HIGHLY IMPACTFUL , YES FOR THE WASHINGTON BUT COMMUNITY'S ACROSS THE STATE AS WELL. THAT IS MY SUPERINTENDENT'S REPORT, I APPRECIATE THE PARTNERSHIP WITH OUR DELEGATION AND I WANT TO BE ABLE TO EQUIP THEM SO THEY CAN ADVOCATE DIFFERENTLY FOR US IN OLYMPIA. THIS IS TOO IMPORTANT FOR US NOT TO PAY ATTENTION TO , IT IS TO IMPACTFUL AND IT IS A STRATEGY I BELIEVE OUR COMMUNITY CAN GET BEHIND. THAT

[H. Public and Community Affairs]

IS MY REPORT. >> THANK YOU DOCTOR. THE NEXT ITEM ON THE AGENDA IS PUBLIC AND COMMUNITY AFFAIRS. THIS PORTION OF THE BUSINESS MEETING IS THE OPPORTUNITY FOR BOARD MEMBERS TO INFORM OR PROVIDE UPDATES FROM ORGANIZATIONS OR GROUPS THEY ENGAGE WITH ON BEHALF OF THE LAKE WASHINGTON SCHOOL DISTRICT. DO WE HAVE UPDATES? WE WILL START WITH THE

LEGISLATIVE UP EIGHT. >> AS I MENTIONED A MINUTE AGO THE SESSION IS SCHEDULED TO FINISH THIS THURSDAY AND FROM EVERYTHING WE HAVE HEARD THE LEGISLATURE DOES INTEND ON WRAPPING UP ON TIME. EVEN THOUGH THERE MAY BE SOME THINGS THAT MAY NEED TO COME BACK, I HEARD POSSIBLY SUMMER BUT THEY DO INTEND ON WRAPPING UP AND THAT MEANS THE BUDGET WILL GET WRAPPED UP AND ALL OF THE COMPONENTS. AS SOON AS THE LTO BILL WENT TO SLEEP FOR THE SESSION, I WILL SAY WE AND REALLY ALL SCHOOL DISTRICTS PARTICULARLY IN THE PUGET SOUND REGION STARTED MESSAGING OUR LEGISLATURES ABOUT MATERIALS, SUPPLIES AND OPERATING COSTS, FUNDING. SO WE KNOW THE HOUSE AND SENATE BUDGETS WILL HAVE A INCREASE FOR FUNDING FOR THOSE WHICH IS DESPERATELY NEEDED AS YOU THINK ABOUT THE ESCALATION OF COSTS, IF WE TAKE A FEW OF OUR COSTS, INSURANCE HAVE SKYROCKETED OVER TIME.

UTILITIES. THERE IS BASELINE COSTS THAT HAVE INCREASED AND

[02:40:04]

THERE WAS WORK DONE AROUND THE SAFETY NET PROCESS AND THAT IS WHEN WE HAVE A STUDENT WITH A IP PROGRAM WHICH WE WILL CALL HIGH-COST, SCHOOL DISTRICTS ARE ABLE TO APPLY FOR A PORTION OF THE FUNDING TO BE REIMBURSED AND IT IS A ARDUOUS PROCESS IN THE PAST RULES TO I WAS A SIMPLIFIED BUT IT IS NOT SIMPLE. THEY ADJUSTED SOME OF THE RULES TO MAKE IT A LITTLE BIT EASIER FOR OUR TEAMS TO BE ABLE TO GO THROUGH THAT EVEN THOUGH THERE IS SUBSTANTIAL DOCUMENTATION, THEY STILL NEED TO PROVIDE AROUND THOSE. HOUSE BILL 1368 AROUND ZERO EMISSION SCHOOL BUSES, IT BELIEVES , WE BELIEVE IT IS A GRANT PROGRAM, WE ARE NOT SURE THE DOLLAR AMOUNT YET AS OF THE WRITING OF THIS EARLIER TODAY. AS WE THINK ABOUT OUR LEGISLATIVE PLATFORM THAT IS SOMETHING WE HAVE BEEN ADVOCATING FOR SO YES THAT IS A SHORT UPDATE FOR WHAT WE WILL BRING BACK WITH MUCH MORE DETAIL AT THE MARCH 25 BOARD MEETING.

>> THINK YOU DIRECTOR, ANY OTHER UPDATES?

>> YES , THE POSITION WINDOW IS GETTING READY TO OPEN I THINK IS LATER THIS WEEK. ESSENTIALLY THAT IS A TIME TO PROPOSE NEW POSITIONS AND REVISE EXISTING ONES AND SO ON.

I TALKED A LITTLE BIT WITH THE DIRECTOR ABOUT POTENTIALLY REVISING , THERE IS A LEGISLATIVE POSITION RIGHT NOW AROUND CLIMATE IMPACT MITIGATION AND REVISING THAT, RIGHT NOW IT TALKS ABOUT ELECTRIC VEHICLES AND POTENTIALLY EXPANDING IT TO ALL SORTS OF ALTERNATIVES TO TRADITIONAL DIESEL FUELED SCHOOL BUSES. NOT ALL VEHICLES. I ALSO TALKED WITH SARAH, THE SCHOOL BOARD DIRECTOR IN SHORELINE AND ON THE LEGISLATIVE COMMITTEE ABOUT THAT AND SHE WAS ENTHUSIASTIC AND HAD IDEAS AS WELL SO THAT IS SOMETHING WE NEED TO VOTE ON AS A FULL BOARD SO I WILL PROBABLY TRY TO WRITE THAT UP AND HAVE SOME LANGUAGE FOR EVERYBODY TO LOOK AT IN ADVANCE OF THE NEXT BOARD MEETING.

BASICALLY WE WOULD NEED TO VOTE AT THE MEETING ON THE 25TH I THINK IT IS IF WE DID WANT TO SUBMIT ANY POSITION PROPOSALS.

IF THERE IS ANY COMMENTS I CAN SEND THAT TO THE BOARD OR IF YOU HAVE OTHER IDEAS FOR OTHER POSITIONS WE MAY WANT TO TAKE A LOOK AT FEEL FREE TO REACH OUT TO ME. THAT GOES FOR THE COMMUNITY AS WELL. IN FACT I THINK IN THE WORK WE HAVE BEEN DOING AROUND SUSTAINABILITY I MAY LOOK AT THE DIRECTOR AND CONNECT WITH SOME OF THE FOLKS YOU HAVE BEEN WORKING WITH

THERE. >> DIRECTOR LIBERTY.

DIRECTOR. >> WOULD IT BE WORTH IT TO GO

TO THE -- [INAUDIBLE] >> I THINK IT IS A GREAT IDEA.

THANK YOU FOR DOING THAT. SOMETHING FOR US TO THINK ABOUT AS WELL IS WHETHER OR NOT WE WANT TO SUBMIT A POSITION AROUND THE LGL WORK WE ARE DOING. I KNOW THEY HAVE GENERAL POSITIONS ON SUPPORTING SCHOOL CONSTRUCTION BUT IF WE ARE TRYING TO BUILD A COALITION , A VERY SPECIFIC AND TARGETED LANGUAGE , I THINK IT COULD BE A GOOD IDEA. I SEE HEADS

[02:45:04]

VOLUNTEERING. >> THAT IS NOT THE CASE I AM NOT MOVING ANYTHING BUT PERHAPS THEY COULD PUT TOGETHER SOME LANGUAGE FOR SOME POLICY AROUND THAT.

>> IF YOU WOULD LIKE TO GIVE THE BOARD A DEADLINE IN TERMS OF WHEN YOU WOULD LIKE POSITION IDEAS, THAT WOULD BE GREAT. WE WILL BRING IT FORWARD IN OUR MARCH 25 BOARD MEETING FOR A VOTE. ANY OTHER UPDATES FROM THE BOARD? DIRECTOR.

>> AM I IN THE WRONG PLACE? >> OKAY THE NEXT ITEM ON THE

[I. Closing Items]

>> I SAY THAT BECAUSE I AM PART OF THE STUDENT STAFF STRATEGIC PLANNING COMMITTEE I ALWAYS GET IT WRONG, ORGANIZATIONAL STRATEGIC PLANNING COMMITTEE. I ATTENDED THE FIRST JOINT STUDENT AND STAFF STRATEGIC PLANNING COMMITTEE ON THE 22ND AND UP UNTIL THIS POINT THE COMMITTEES WERE MEETING SEPARATELY TO DESIGN LONG-TERM PROFILES FOR STUDENTS AND STAFF THAT ARE MADE UP OF FORWARD THINKING KNOWLEDGE AND SKILL ATTRIBUTES. WHAT WE ARE LOOKING FOR IN STAFF AND STUDENTS IN THE ORGANIZATION. I AM ALWAYS AMAZED AT THE DEPTH OF THE CONVERSATION BETWEEN THE COMMUNITY AND THEIR PERSISTENCE TO DEVELOP A THOUGHTFUL PLAN GOING FORWARD AND THAT DEPUTY SUPERINTENDENT PRESENTED A GREAT VISUAL ON WHAT THESE COMMUNITIES ARE TRYING TO CREATE. SO IF YOU CAN ENVISION, THERE IS A CIRCULAR TARGET WITH LAYERS AND EACH LAYER IS A DIFFERENT PROFILE WE ARE WORKING TO CREATE. FROM THE GRADUATING STUDENT IN THE CENTER TO THE EDUCATOR, DISTRICT LEADERSHIP, TO THE ENTIRE LAKE WASHINGTON SYSTEM ON THE OUTSIDE. COMMITTEES ARE WORKING TO ALIGN EACH PROFILE SO THEY SUPPORT EACH OTHER IN DIVISION AND POLICE OF THE COMMUNITY AND ORGANIZATION. SO PRIOR TO THIS MEETING DISTRICT LEADERSHIP LOOKED AT THE WORK BEING DONE IN THESE COMMITTEES AND WERE ABLE TO SEPARATE STUDENTS AND STAFF INTO THREE CATEGORIES AND IT WAS THE SAME FOR ORGANIZATION. THE PERSON, THE SKILLS AND RELATIONSHIPS.

DURING THE PAST MEETING AND I BELIEVE IT IS THE SAME FOR YOU, MEMBERS MET IN SMALL GROUPS TO DEVELOP EYE STATEMENTS. BASED ON THREE CATEGORIES. I WANTED TO SHARE A EXAMPLE FROM THE MEETING AND AGAIN THESE ARE IN DEVELOPMENT SO I HOPE IT IS OKAY I AM SHARING. I THINK IT IS IMPORTANT TO UNDERSTAND WHAT IS ACTUALLY BEING DONE. SO WE WILL LOOK AT THE CATEGORY OF THE PERSON. THE PERSON, RELATIONSHIP AND NO SKILL.

WHEN YOU ARE LOOKING AT THE STUDENT, THAT GROUP WROTE I

[02:50:02]

>> THE ORGANIZATIONAL GROUP HAD BEEN WORKING OR ALL THREE WERE WORKING IN PARALLEL SO THE ORGANIZATION GROUP HAD ITS IDEA OF WHAT THE PROFILE OF THE ORGANIZATION WOULD BE. THE MEETING LAST THURSDAY WAS WORKING TO FIT THE ORGANIZATION INTO THE SAME PERSON'S SKILLS AND RELATIONSHIPS FRAMEWORK. IT IS CHALLENGING. A STUDENT IS A PERSON AND A STAFF MEMBER IS A PERSON AND THE ORGANIZATION IS NOT A PERSON. SO THERE WAS A LOT OF WRESTLING WITH THAT AND PLAYING AROUND WHICH IS COOL TO SEE BUT WE WERE LOOKING AT THE WORK THE STUDENT AND STAFF GROUP, THE JOINT WORK THEY HAD DONE AND THE QUESTION THE GROUP WAS GRAPPLING WITH WAS WHAT THE ORGANIZATION NEEDS TO LOOK LIKE IN ORDER TO SUPPORT THE STUDENTS AND STAFF IN THIS PROFILE THOSE GROUPS ARE DEVELOPING SO THE GROUPS WERE EXECUTING IN PARALLEL AND NOW STAFF AND STUDENT HAS MERGED A LITTLE BIT AND ORGANIZATION IS AT LEAST AWARE NOW OF THE WORK THE OTHER TWO GROUPS ARE DOING AND STILL IT IS VERY MUCH IN DEVELOPMENT. I WISH I HAD THE EXACT EXAMPLE OR I WOULD HAVE GONE IN AND SAID FOCUS ON THE JOY OF LEARNING. THAT IS WHAT THAT GROUP WAS WORKING ON AND TAKING THE PROFILE THEY CREATED PREVIOUSLY IN THINKING ABOUT WHICH PIECES OF THE PROFILE MAPPED TO THE PARTS IDENTIFIED BY STUDENTS AND STAFF. I BELIEVE THEY WILL CONTINUE MERGING TOGETHER EVEN MORE OVER THE NEXT COUPLE OF MONTHS.

>> ANY OTHER COMMITTEE UPDATES? DIRECTOR LIBERTY.

>> SINCE OUR LAST BOARD MEETING THERE WAS A FACILITY ADVISORIES COMMITTEE MEETING I ATTENDED. IT HAS BEEN A TRAVELING ROADSHOW AND THE MOST RECENT ONE IS WE WENT TO ALCOTT ELEMENTARY, MAYBE OUR OLDEST SCHOOL MAY BE OUR OLDEST SCHOOL. ONE OF THE SCHOOLS THAT IS POTENTIALLY GOING TO BE IN A UPCOMING FUNDING MEASURE. THERE WAS DISCUSSION AROUND WHAT WE ARE CALLING 59, A ADDITIONAL FACILITY NEAR EASTLAKE. I WOULD SAY THAT DISCUSSION , I DO NOT HAVE THE MINUTE SO I HAVE TO PARAPHRASE BUT THE DISCUSSION AROUND THAT WAS THERE WAS A INTEREST, THE COMMITTEE APPRECIATED THE CHALLENGES WITH SITE 59 AND DELIVERING SPACE AND CAPACITY FOR EASTLAKE AND REDMOND AND THERE WAS EXPRESSED INTEREST IN HAVING CAPACITY BE DELIVERED SOONER RATHER THAN LATER. IN THAT REGARD THE COMMITTEE EXPRESSED A INTEREST WAR WAS SUPPORTIVE OF EXPANSIONS TO EASTLAKE AND REDMOND TO PROVIDE ADDITIONAL CAPACITY SOONER RATHER THAN LATER. THERE IS ALSO DISCUSSIONS AND CONSIDERATIONS AROUND WHAT THAT WOULD LOOK LIKE IN TERMS OF THE COMMON SPACE AND HOW DOES IT LOOK FOR THE OTHER SERVICES PROVIDED TO SCHOOLS. THE OTHER ITEM DISCUSSED WAS WHERE ALCOTT IS REBUILT AND AS THE BOARD KNOWS FROM THE LAST STUDY SESSION, THE CONSIDERATION IS POTENTIALLY REBUILDING ALCOTT ON THE CABINET PROPERTY THE DISTRICT REQUIRED ACQUIRED.

THE FACILITIES ADVISORY COMMITTEE FOR THE CONCEPT AS A WHOLE, HAVING A SCHOOL MORE CENTRAL LOCATED FOR WHERE WE ARE DRAWING FROM ALCOTT THERE WAS A LOT OF SUPPORT BUT WHEN THERE WAS DISCUSSION AROUND THE TRADE-OFFS, WHAT WE LOSE BY

[02:55:05]

>> I WILL BRIEFLY MENTION IT, THE CAPITAL TEAM IN SUPPORT SERVICES SCHEDULED A MEETING WITH BOTH STAFF AND COMMUNITY EITHER THURSDAY OR FRIDAY AND HAD 20+ STAFF PARTICIPATE IN I BELIEVE 20-25 PARENTS CAME AS WELL AND IT WAS ADDITIONAL CONSIDERATIONS WE ARE THINKING ABOUT AS WE ARE LOOKING AT THE SITING OF ALCOTT ELEMENTARY. GREAT DISCUSSION, SIMILAR TO WHAT YOU BROUGHT UP AS WELL. WE WILL PACKAGE ALL OF THAT INFORMATION TO BRING TO THE BOARD AT THE EXTENDED STUDY SESSION , THAT IS ONE OF THE TOPICS WE ARE REVIEWING WITH ADDITIONAL DATA, SITE PLANS ON SITE 44 WHICH IS THE CABINET PROPERTY AND AS WE LOOK AT A ELEMENTARY SCHOOL CITING A COMPREHENSIVE HIGH SCHOOL ON THAT SITE WITH A ELEMENTARY ON IT, WHAT WE ARE ABLE TO DO AND WHAT WE ARE NOT ABLE TO DO SO THE TEAM HAS BEEN WORKING DILIGENTLY AROUND THAT TO GIVE THE BOARD AS MUCH INFORMATION AS WE MAKE A FEW DIFFERENT DECISIONS THIS SPRING AROUND CONSTRUCTION.

>> IF THERE ARE NO OTHER UPDATES WE WILL MOVE ON TO REVIEW OF FUTURE BOARD BUSINESS, MARCH 15-17 THE BOARD WILL CONVENE WITH STAFF FOR A EXTENDED STUDY SESSION, THIS IS A TIME THE BOARD DEDICATES TO SPENDING A GOOD THREE DAYS OF PLANNED DEEP DIVES INTO TOPICS , WE HAVE ELUDED TO A COUPLE IN THIS MEETING ALONE. THERE WILL BE A FAIR AMOUNT OF DISCUSSION AROUND THE FUTURE CONSTRUCTION WORK OUR DISTRICT HAS TO GRAPPLE WITH OR MAKE DECISIONS ON AS WELL AS DISCUSSIONS AROUND OE 10. THERE WILL BE SOME BOARD WORK WE WILL DO, SOME COLLECTIVE WORK AROUND OUR PROCESSES AND PROCEDURES. AN COMMUNICATIONS OF COURSE, OE THREE AND OE NINE. AS WELL AS THE FIRST DRAFT OF THE ASSISTING POLICY, SO IT IS A JAMPACKED THREE DAYS. AS WELL AS BUDGET AND ENROLLMENT UPDATES AS WELL. READY TO DIVE INTO SCHOOL BOARD WORK, THE NEXT BOARD MEETING IS MARCH 25 AND A STUDY SESSION AT 5:00 FOLLOWED BY THE BOARD MEETING AT 7:00. APRIL 15, WE HAD A DATE CHANGE FOR THE BOARD MEETING BECAUSE IT WAS ACCIDENTALLY SCHEDULED ON A RELIGIOUS HOLIDAY SO WE'VE MOVED THE BOARD MEETING , IT WAS ON THE 22ND AND WE MOVED IT TO THE 15TH. THE BOARD WILL NOW MEET IN A EXECUTIVE SESSION FOR 30 MINUTES, FOLLOWING THE EXECUTIVE SESSION FOR MARCH 4 2024 MEETING WILL BE ADJOURNED AT 10:40 PM. NO FURTHER ACTION WILL BE TAKEN THIS EVENING, THE PURPOSE OF THE EXECUTIVE SESSION IS TO DISCUSS WITH LEGAL COUNSEL REPRESENTING AGENCY MATTERS RELATING TO ENFORCEMENT ACTIONS OR DISCUSS WITH LEGAL COUNSEL DISCUSSING THE POTENTIAL LITIGATION TO WHICH THE AGENCY, A GOVERNING BODY OR A MEMBER ACTING IN A OFFICIAL CAPACITY IS LIKELY TO BECOME A PARTY, IT IS LIKELY TO RESULT IN A ADVERSE

* This transcript was compiled from uncorrected Closed Captioning.